ࡱ> (* !"#$%&' -bjbj S̟̟5& wwwww$___P_0p"egL(^^^^^^^be^wC"e^ww_ww^^n!pww%}^_m$ %8_0_$@VfVf@%%w%ľ__ =:    Orange School District  Biology Curriculum Guide 2011 Edition  APPROVED ON: BOARD OF EDUCATIONPatricia A. ArthurPresident Arthur GriffaVice-PresidentMembersStephanie BrownRev. Reginald T. JacksonMaxine G. JohnsonEunice Y. MitchellDavid Wright SUPERINTENDENT OF SCHOOLSRonald Lee DEPUTY SUPERINTENDENTADMINISTRATIVE ASSISTANT TO THE SUPERINTENDENTDr. Paula Howard Curriculum and Instructional ServicesBelinda Scott-Smiley Operations/Human Resources BUSINESS ADMINISTRATOR CONTACT _Con-43CBF48E2A2 \c \s \l Adekunle O. James DIRECTORSBarbara L. Clark, Special ServicesCandace Goldstein, Special ProgramsCandace Wallace, Curriculum & Testing Curriculum Contributors Candace Wallace Dr. Patrick Howell Richard Hymson  Table of Contents  TOC \o "1-3" \h \z \u  Philosophy 4 Course Description 4 Unit Themes Outline 5 Course Goals 5 NJ Core Curriculum Content Standards 7 Curriculum Blueprint 39  Philosophy Science is a way of relating to and experiencing our world as a process that helps one search for solutions to problems faced everyday. This curriculum aims to provide students with the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and productivity in a global economy. It emphasizes critical thinking skills through an inquiry-based and hand-on approach to learning. The goal of science education is to develop scientifically literate students who understand how science, technology and society influence one another; and who are able to use this knowledge and its applications in their every day decision-making processes as members of a global society. Essential to this conceptual understanding is the philosophy that science is a process rather than an accumulation of facts. The present course of study is designed to meet and/or exceed N.J. Core Curriculum Content Standards, the N.J. Cross-Content Workplace Readiness Standards, and National Science Education Standards. It will focus on the diversity of life forms, revealing the fundamental relationships between form and function. It is the goal of this course to increase students comprehension of fundamental life processes, the understanding of interactions among organisms and the appreciation of how scientists work. Emphasis is placed on six (6) major themes throughout the course. Course Description Biology provides a foundation and framework for the study of science in high school. It aims to help students make sense of the complexity, diversity, and interconnectedness of life on Earth. Students engage in laboratory and authentic learning experiences that encourage the application of biological knowledge to make decisions and solve problems. Emphasis will be placed on differentiated instruction, safety protocols, current scientific issues in light of the theories framing them, multimodal opportunities, and creative interdisciplinary approaches to learning the topics at hand. Biology is a comprehensive study of life science that provides students with an opportunity to analyze the molecular, cellular and systematic processes of organisms. Through a hands-on lab, inquiry-based, problem-solving approach that employs the scientific method, students will gain knowledge in all major biological themes: ecology, cells, genetics, evolution, diversity of life including plants and animals, microorganisms, human biology, lab safety, and career opportunities relevant to the realm of biology. As these themes are explored, students will be expected to work independently, cooperatively, and in laboratory situations, presenting data and conclusions in an organized manner. Unit Themes Outline Unity within diversity: In order to survive, all species must posses the same basic life functions, ranging from cell structure and function to genetic code, to the six kingdoms of life. Evolution: Similarities and differences among species indicate evolutionary relationships. This theme is developed in the process of evolution and in the relations of groups of organisms, the six kingdoms of life, and comparisons of adaptations among species. Homeostasis: This theme covers a broad range from the balance of chemistry at the cellular level to maintenance of stability within an ecosystem. Reproduction and Inheritance: Students will learn the basic mechanisms of gene transmission and general patterns of heredity. Systems and interaction: This theme stresses the study of the interaction of organelles within cells, cells within tissues, organs within systems, and systems within organisms. It is also apparent in topics including feeding relationships, symbiotic associations, recycling of nutrients, life cycles, patterns of population growth, and ecological succession. Nature of Science: Students use the fundamental methods of scientific inquiry and observe evidence of the scientific method through class activities leading to the development of major principles to be discussed and analyzed. Lab activities require students to formulate hypotheses and design experiments. Inquiry Approach to Scientific Learning Biology students will be exposed to the rigors of scientific process skills (i.e. making observations, collection of data, formulation of hypotheses, predictions, experimental design, data interpretation, formulation of conclusions and theories) that provide a basic foundation for discovery in nature. Students will be encouraged to maintain an open and questioning mind, to pose their own questions about objects, events, processes, and results. They should have the opportunity to plan and conduct their own experiments, and come to their own conclusions as they read, observe, compare, describe, infer, and draw conclusions. The results of their experiments need to be compared for reasonableness to multiple sources of information. They should be encouraged to use reasoning as they apply biology concepts to their lives. Good science instruction requires hands-on science investigations in which student inquiry is an important component. Teachers will provide opportunities for all students to learn science through an inquiry-based, problem solving approach that leads to scientific discovery. Students will investigate living organisms from each kingdom. Laboratory investigations will be frequent and meaningful components of biology instruction and learning. Course Goals: Biology aims to foster a population that: experiences the richness and excitement of knowing about the natural world and how it functions; uses appropriate scientific processes and principles in making personal decisions; engages intelligently in public discourse and debate about matters of scientific and technological concern; applies scientific knowledge and skills to increase economic productivity. Enduring Understandings: Students will understand: the characteristics of living things and that science is a process that generates evidence through active investigation, reflection, and communication. that there is interdependence in nature. Unit #3: the basic biochemistry organizing living things including the functional roles of carbohydrates, lipids, proteins, and nucleic acids; enzyme function in maintaining homeostasis; matter and energy transformations; cell processes including the breakdown, rearrangement, and synthesis of molecules in organizing living things. the organization of living things at the level of a cell and that living things maintain homeostasis because materials are transported into and out of their cells based on need. the matter and energy transformations involved in photosynthesis. the matter and energy transformations involved in cellular respiration. mitosis and its role in growth, repair, and development of organisms. heredity and reproduction; meiosis and its role in sexual reproduction; DNA structure and function; how proteins encoded by genes determine traits; how mutations affect heredity. heredity and reproduction in the context of genetic engineering. that populations evolve by natural selection due to varied and inherited adaptations possessed by individuals in the population. the organization and evolution of bacteria, protists, fungi, and viruses from an evolutionary perspective. the development of animals and their adaptations from an evolutionary perspective. the development of plants and their adaptations from an evolutionary perspective. the organization of humans at the tissue, organ, and organ system levels. 2009 New Jersey Core Curriculum Content Standards - Science Content AreaScience Standard 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. StrandA. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PWho, what, when, where, why, and how questions form the basis for young learners investigations during sensory explorations, experimentation, and focused inquiry.5.1.P.A.1Display curiosity about science objects, materials, activities, and longer-term investigations in progress.4Fundamental scientific concepts and principles and the links between them are more useful than discrete facts.5.1.4.A.1Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences.4Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories.5.1.4.A.2Use outcomes of investigations to build and refine questions, models, and explanations.4Outcomes of investigations are used to build and refine questions, models, and explanations.5.1.4.A.3Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. 8Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions.5.1.8.A.1Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.8Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. 5.1.8.A.2Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories. 8Predictions and explanations are revised based on systematic observations, accurate measurements, and structured data/evidence.5.1.8.A.3Use scientific principles and models to frame and synthesize scientific arguments and pose theories.12Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles.5.1.12.A.1Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.12Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations.5.1.12.A.2Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories.12Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence.5.1.12.A.3Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Content AreaScience Standard 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. StrandB. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form young learners understandings of science concepts.5.1.P.B.1Observe, question, predict, and investigate materials, objects, and phenomena (e.g., using simple tools to crack a nut and look inside) during indoor and outdoor classroom activities and during any longer-term investigations. PExperiments and explorations provide opportunities for young learners to use science vocabulary and scientific terms.5.1.P.B.2Use basic science terms and topic-related science vocabulary.PExperiments and explorations give young learners opportunities to use science tools and technology.5.1.P.B.3Identify and use basic tools and technology to extend exploration in conjunction with science investigations.4Building and refining models and explanations requires generation and evaluation of evidence.5.1.4.B.1Design and follow simple plans using systematic observations to explore questions and predictions.4Tools and technology are used to gather, analyze, and communicate results.5.1.4.B.2Measure, gather, evaluate, and share evidence using tools and technologies.4Evidence is used to construct and defend arguments.5.1.4.B.3Formulate explanations from evidence.4Reasoning is used to support scientific conclusions.5.1.4.B.4Communicate and justify explanations with reasonable and logical arguments.8Evidence is generated and evaluated as part of building and refining models and explanations.5.1.8.B.1Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.8Mathematics and technology are used to gather, analyze, and communicate results.5.1.8.B.2Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.8Carefully collected evidence is used to construct and defend arguments.5.1.8.B.3Use qualitative and quantitative evidence to develop evidence-based arguments. 8Scientific reasoning is used to support scientific conclusions.5.1.8.B.4Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 12Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations.5.1.12.B.1Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 12Mathematical tools and technology are used to gather, analyze, and communicate results.5.1.12.B.2Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.12Empirical evidence is used to construct and defend arguments.5.1.12.B.3Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.12Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.5.1.12.B.4Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Content AreaScience Standard 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. StrandC. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PInteracting with peers and adults to share questions and explorations about the natural world builds young learners scientific knowledge.5.1.P.C.1Communicate with other children and adults to share observations, pursue questions, and make predictions and/or conclusions.4Scientific understanding changes over time as new evidence and updated arguments emerge.5.1.4.C.1Monitor and reflect on ones own knowledge regarding how ideas change over time.4Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence.5.1.4.C.2Revise predictions or explanations on the basis of learning new information.4Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties. 5.1.4.C.3Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.8Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered. 5.1.8.C.1Monitor ones own thinking as understandings of scientific concepts are refined.8Predictions and explanations are revised to account more completely for available evidence.5.1.8.C.2Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.8Science is a practice in which an established body of knowledge is continually revised, refined, and extended.5.1.8.C.3Generate new and productive questions to evaluate and refine core explanations.12Refinement of understandings, explanations, and models occurs as new evidence is incorporated.5.1.12.C.1Reflect on and revise understandings as new evidence emerges.12Data and refined models are used to revise predictions and explanations.5.1.12.C.2Use data representations and new models to revise predictions and explanations.12Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges.5.1.12.C.3Consider alternative theories to interpret and evaluate evidence-based arguments. Content AreaScience Standard 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. StrandD. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which aresocial practices that are governed by a core set of values and norms.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PScience practices include drawing or writing on observation clipboards, making rubbings, or charting the growth of plants.5.1.P.D.1Represent observations and work through drawing, recording data, and writing.4Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism. 5.1.4.D.1Actively participate in discussions about student data, questions, and understandings.4In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation).5.1.4.D.2Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.4Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.5.1.4.D.3Demonstrate how to safely use tools, instruments, and supplies.4Organisms are treated humanely, responsibly, and ethically. 5.1.4.D.4Handle and treat organisms humanely, responsibly, and ethically.8Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. 5.1.8.D.1Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.8In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.).5.1.8.D.2Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.8Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.5.1.8.D.3Demonstrate how to safely use tools, instruments, and supplies.8Organisms are treated humanely, responsibly, and ethically. 5.1.8.D.4Handle and treat organisms humanely, responsibly, and ethically.12Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. 5.1.12.D.1Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.12Science involves using language, both oral and written, as a tool for making thinking public.5.1.12.D.2Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.12Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. 5.1.12.D.3Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Content AreaScience Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. StrandA. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form a basis for young learners understanding of the properties of matter.5.2.P.A.1Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight.2Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.5.2.2.A.1Sort and describe objects based on the materials of which they are made and their physical properties.2Matter exists in several different states; the most commonly encountered are solids, liquids, and gases. Liquids take the shape of the part of the container they occupy. Solids retain their shape regardless of the container they occupy.5.2.2.A.2Identify common objects as solids, liquids, or gases. 4Some objects are composed of a single substance; others are composed of more than one substance.5.2.4.A.1Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom.4Each state of matter has unique properties (e.g., gases can be compressed, while solids and liquids cannot; the shape of a solid is independent of its container; liquids and gases take the shape of their containers).5.2.4.A.2Plan and carry out an investigation to distinguish among solids, liquids, and gasses.4Objects and substances have properties, such as weight and volume, that can be measured using appropriate tools. Unknown substances can sometimes be identified by their properties. 5.2.4.A.3Determine the weight and volume of common objects using appropriate tools.4Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.5.2.4.A.4Categorize objects based on the ability to absorb or reflect light and conduct heat or electricity.6The volume of some objects can be determined using liquid (water) displacement.5.2.6.A.1Determine the volume of common objects using water displacement methods.6The density of an object can be determined from its volume and mass.5.2.6.A.2Calculate the density of objects or substances after determining volume and mass.6Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.5.2.6.A.3Determine the identity of an unknown substance using data about intrinsic properties.8All matter is made of atoms. Matter made of only one type of atom is called an element. 5.2.8.A.1Explain that all matter is made of atoms, and give examples of common elements.8All substances are composed of one or more of approximately 100 elements.5.2.8.A.2Analyze and explain the implications of the statement all substances are composed of elements.8Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny particles (atoms) in motion.5.2.8.A.3Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating or cooling.8The Periodic Table organizes the elements into families of elements with similar properties. 5.2.8.A.4Predict the physical and chemical properties of elements based on their positions on the Periodic Table.8Elements are a class of substances composed of a single kind of atom. Compounds are substances that are chemically formed and have physical and chemical properties that differ from the reacting substances. 5.2.8.A.5Identify unknown substances based on data regarding their physical and chemical properties.8Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals. 5.2.8.A.6Determine whether a substance is a metal or nonmetal through student-designed investigations.8Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.5.2.8.A.7Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations. 12Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons.5.2.12.A.1Use atomic models to predict the behaviors of atoms in interactions.12Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are arranged, and by the strength of the forces of attraction between the atoms, ions, or molecules.5.2.12.A.2Account for the differences in the physical properties of solids, liquids, and gases.12In the Periodic Table, elements are arranged according to the number of protons (the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements.5.2.12.A.3Predict the placement of unknown elements on the Periodic Table based on their physical and chemical properties.12In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.5.2.12.A.4Explain how the properties of isotopes, including half-lives, decay modes, and nuclear resonances, lead to useful applications of isotopes.12Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the solution. Dynamic equilibrium occurs in saturated solutions. Concentration of solutions can be calculated in terms of molarity, molality, and percent by mass.5.2.12.A.5Describe the process by which solutes dissolve in solvents. 12Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment.5.2.12.A.6Relate the pH scale to the concentrations of various acids and bases. Content AreaScience Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. StrandB. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each change involves energy.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form a basis for young learners understanding of changes in matter.5.2.P.B.1Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mix sand or clay with various amounts of water; mix different colors of tempera paints; freeze and melt water and other liquids). 2Some properties of matter can change as a result of processes such as heating and cooling. Not all materials respond the same way to these processes.5.2.2.B.1Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax.4Many substances can be changed from one state to another by heating or cooling.5.2.4.B.1Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid.6When a new substance is made by combining two or more substances, it has properties that are different from the original substances.5.2.6.B.1Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically.8When substances undergo chemical change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of the reactants is the same as the mass of the products.5.2.8.B.1Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of products remain constant.8Chemical changes can occur when two substances, elements, or compounds react and produce one or more different substances. The physical and chemical properties of the products are different from those of the reacting substances.5.2.8.B.2Compare and contrast the physical properties of reactants with products after a chemical reaction, such as those that occur during photosynthesis and cellular respiration.12An atoms electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions.5.2.12.B.1Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form.12A large number of important reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules, or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond.5.2.12.B.2Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel.12The conservation of atoms in chemical reactions leads to the ability to calculate the mass of products and reactants using the mole concept.5.2.12.B.3Balance chemical equations by applying the law of conservation of mass. Content AreaScience Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. StrandC. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form a basis for young learners understanding of forms of energy.5.2.P.C.1Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by commercially made and homemade instruments, looking for shadows on the playground over time and under different weather conditions) through one or more of the senses. 2The Sun warms the land, air, and water.5.2.2.C.1Compare, citing evidence, the heating of different colored objects placed in full sunlight.2An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no light, objects cannot be seen.5.2.2.C.2Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen.2When light strikes substances and objects through which it cannot pass, shadows result.5.2.2.C.3Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.4Heat (thermal energy), electricity, light, and sound are forms of energy. 5.2.4.C.1Compare various forms of energy as observed in everyday life and describe their applications.4Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.5.2.4.C.2Compare the flow of heat through metals and nonmetals by taking and analyzing measurements.4Energy can be transferred from one place to another. Heat energy is transferred from warmer things to colder things.5.2.4.C.3Draw and label diagrams showing several ways that energy can be transferred from one place to another.4Light travels in straight lines. When light travels from one substance to another (air and water), it changes direction.5.2.4.C.4Illustrate and explain what happens when light travels from air into water.6Light travels in a straight line until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted.5.2.6.C.1Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples.6Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. 5.2.6.C.2Describe how to prisms can be used to demonstrate that visible light from the Sun is made up of different colors.6The transfer of thermal energy by conduction, convection, and radiation can produce large-scale events such as those seen in weather.5.2.6.C.3Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.8A tiny fraction of the light energy from the Sun reaches Earth. Light energy from the Sun is Earths primary source of energy, heating Earth surfaces and providing the energy that results in wind, ocean currents, and storms.5.2.8.C.1Structure evidence to explain the relatively high frequency of tornadoes in Tornado Alley. 8Energy is transferred from place to place. Light energy can be thought of as traveling in rays. Thermal energy travels via conduction and convection. 5.2.8.C.2Model and explain current technologies used to capture solar energy for the purposes of converting it to electrical energy.12Gas particles move independently and are far apart relative to each other. The behavior of gases can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to explain the relationship between pressure and volume, volume and temperature, pressure and temperature, and the number of particles in a gas sample. There is a natural tendency for a system to move in the direction of disorder or entropy.5.2.12.C.1Use the kinetic molecular theory to describe and explain the properties of solids, liquids, and gases.12Heating increases the energy of the atoms composing elements and the molecules or ions composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When the vibrational energy of the molecules of a pure substance becomes great enough, the solid melts.5.2.12.C.2Account for any trends in the melting points and boiling points of various compounds. Content AreaScience Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. StrandD. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) 2Batteries supply energy to produce light, sound, or heat.5.2.2.D.1Predict and confirm the brightness of a light, the volume of sound, or the amount of heat when given the number of batteries, or the size of batteries. 4Electrical circuits require a complete loop through conducting materials in which an electrical current can pass.5.2.4.D.1Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least one other electrical component to produce observable change.6The flow of current in an electric circuit depends upon the components of the circuit and their arrangement, such as in series or parallel. Electricity flowing through an electrical circuit produces magnetic effects in the wires. 5.2.6.D.1Use simple circuits involving batteries and motors to compare and predict the current flow with different circuit arrangements.8When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy after transfer. As an object falls, its potential energy decreases as its speed, and consequently its kinetic energy, increases. While an object is falling, some of the objects kinetic energy is transferred to the medium through which it falls, setting the medium into motion and heating it.5.2.8.D.1Relate the kinetic and potential energies of a roller coaster at various points on its path.8Nuclear reactions take place in the Sun. In plants, light energy from the Sun is transferred to oxygen and carbon compounds, which in combination, have chemical potential energy (photosynthesis).5.2.8.D.2Describe the flow of energy from the Sun to the fuel tank of an automobile.12The potential energy of an object on Earths surface is increased when the objects position is changed from one closer to Earths surface to one farther from Earths surface. 5.2.12.D.1Model the relationship between the height of an object and its potential energy.12The driving forces of chemical reactions are energy and entropy. Chemical reactions either release energy to the environment (exothermic) or absorb energy from the environment (endothermic). 5.2.12.D.2Describe the potential commercial applications of exothermic and endothermic reactions.12Nuclear reactions (fission and fusion) convert very small amounts of matter into energy.5.2.12.D.3Describe the products and potential applications of fission and fusion reactions.12Energy may be transferred from one object to another during collisions.5.2.12.D.4Measure quantitatively the energy transferred between objects during a collision.12Chemical equilibrium is a dynamic process that is significant in many systems, including biological, ecological, environmental, and geological systems. Chemical reactions occur at different rates. Factors such as temperature, mixing, concentration, particle size, and surface area affect the rates of chemical reactions.5.2.12.D.5Model the change in rate of a reaction by changing a factor. Content AreaScience Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. StrandE. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form a basis for young learners understanding of motion.5.2.P.E.1Investigate how and why things move (e.g., slide blocks, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll).2Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).5.2.2.E.1Investigate and model the various ways that inanimate objects can move.2A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.5.2.2.E.2Predict an objects relative speed, path, or how far it will travel using various forces and surfaces.2Some forces act by touching, while other forces can act without touching.5.2.2.E.3Distinguish a force that acts by direct contact with an object (e.g., by pushing or pulling) from a force that can act without direct contact (e.g., the attraction between a magnet and a steel paper clip).4Motion can be described as a change in position over a period of time.5.2.4.E.1Demonstrate through modeling that motion is a change in position over a period of time.4There is always a force involved when something starts moving or changes its speed or direction of motion. A greater force can make an object move faster and farther.5.2.4.E.2Identify the force that starts something moving or changes its speed or direction of motion.4Magnets can repel or attract other magnets, but they attract all matter made of iron. Magnets can make some things move without being touched. 5.2.4.E.3Investigate and categorize materials based on their interaction with magnets.4Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the ground no matter where they are on Earth.5.2.4.E.4Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes and weights.6An objects position can be described by locating the object relative to other objects or a background. The description of an objects motion from one observers view may be different from that reported from a different observers view. 5.2.6.E.1Model and explain how the description of an objects motion from one observers view may be different from a different observers view.6Magnetic, electrical, and gravitational forces can act at a distance.5.2.6.E.2Describe the force between two magnets as the distance between them is changed.6Friction is a force that acts to slow or stop the motion of objects.5.2.6.E.3Demonstrate and explain the frictional force acting on an object with the use of a physical model.6Sinking and floating can be predicted using forces that depend on the relative densities of objects and materials.5.2.6.E.4Predict if an object will sink or float using evidence and reasoning.8An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.5.2.8.E.1Calculate the speed of an object when given distance and time.8Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force.5.2.8.E.2Compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces in a given specific scenario.12The motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.5.2.12.E.1Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values.12Objects undergo different kinds of motion (translational, rotational, and vibrational).5.2.12.E.2Compare the translational and rotational motions of a thrown object and potential applications of this understanding.12The motion of an object changes only when a net force is applied.5.2.12.E.3Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion.12The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.5.2.12.E.4Measure and describe the relationship between the force acting on an object and the resulting acceleration. Content AreaScience Standard 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. StrandA. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and discussions about the natural world form a basis for young learners understanding of life science.5.3.P.A.1Investigate and compare the basic physical characteristics of plants, humans, and other animals.PObservations and discussions form a basis for young learners understanding of the similarities and differences among living and nonliving things.5.3.P.A.2Observe similarities and differences in the needs of various living things, and differences between living and nonliving things.2Living organisms: Exchange nutrients and water with the environment. Reproduce. Grow and develop in a predictable manner.5.3.2.A.1Group living and nonliving things according to the characteristics that they share.4Living organisms: Interact with and cause changes in their environment. Exchange materials (such as gases, nutrients, water, and waste) with the environment. Reproduce. Grow and develop in a predictable manner.5.3.4.A.1Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.4Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.5.3.4.A.2Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.4Essential functions of the human body are carried out by specialized systems: Digestive Circulatory Respiratory Nervous Skeletal Muscular Reproductive5.3.4.A.3Describe the interactions of systems involved in carrying out everyday life activities.6Systems of the human body are interrelated and regulate the bodys internal environment. 5.3.6.A.1Model the interdependence of the human bodys major systems in regulating its internal environment.6Essential functions of plant and animal cells are carried out by organelles.5.3.6.A.2Model and explain ways in which organelles work together to meet the cells needs.8All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions. Tissues, organs, and organ systems are composed of cells and function to serve the needs of cells for food, air, and waste removal.5.3.8.A.1Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism.8During the early development of an organism, cells differentiate and multiply to form the many specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell division.5.3.8.A.2Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.12Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.5.3.12.A.1Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.12Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes. 5.3.12.A.2Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.12Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions.5.3.12.A.3Predict a cells response in a given set of environmental conditions.12Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.5.3.12.A.4Distinguish between the processes of cellular growth (cell division) and development (differentiation).12Cell differentiation is regulated through the expression of different genes during the development of complex multicellular organisms.5.3.12.A.5Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination).12There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism. 5.3.12.A.6Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance). Content AreaScience Standard 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. StrandB. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PInvestigations form a young learners understanding of how a habitat provides for an organisms energy needs. 5.3.P.B.1Observe and describe how plants and animals obtain food from their environment, such as by observing the interactions between organisms in a natural habitat. 2A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to take in water, and animals need to take in food. Plants need light.5.3.2.B.1Describe the requirements for the care of plants and animals related to meeting their energy needs.2Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.5.3.2.B.2Compare how different animals obtain food and water.2Most plants have roots to get water and leaves to gather sunlight.5.3.2.B.3Explain that most plants get water from soil through their roots and gather light through their leaves.4Almost all energy (food) and matter can be traced to the Sun. 5.3.4.B.1Identify sources of energy (food) in a variety of settings (farm, zoo, ocean, forest).6Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms.5.3.6.B.1Describe the sources of the reactants of photosynthesis and trace the pathway to the products.6All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. 5.3.6.B.2Illustrate the flow of energy (food) through a community.8Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled.5.3.8.B.1Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.8All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. 5.3.8.B.2Analyze the components of a consumers diet and trace them back to plants and plant products.12As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products.5.3.12.B.1Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.12Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat.5.3.12.B.2Use mathematical formulas to justify the concept of an efficient diet.12Continual input of energy from sunlight keeps matter and energy flowing through ecosystems.5.3.12.B.3Predict what would happen to an ecosystem if an energy source was removed.12Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen.5.3.12.B.4Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process.12In both plant and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules.5.3.12.B.5Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.12All organisms must break the high-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.5.3.12.B.6Explain how the process of cellular respiration is similar to the burning of fossil fuels. Content AreaScience Standard 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. StrandC. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PInvestigations and observations of the interactions between plants and animals form a basis for young learners understanding of interdependence in life science.5.3.P.C.1Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., dig outside in the soil to investigate the kinds of animal life that live in and around the ground).2Organisms interact and are interdependent in various ways; for example, they provide food and shelter to one another. 5.3.2.C.1Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs.2A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.5.3.2.C.2Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals.2Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.5.3.2.C.3Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats.4Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment. 5.3.4.C.1Predict the biotic and abiotic characteristics of an unfamiliar organisms habitat.4Some changes in ecosystems occur slowly, while others occur rapidly. Changes can affect life forms, including humans.5.3.4.C.2Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall).6Various human activities have changed the capacity of the environment to support some life forms.5.3.6.C.1Explain the impact of meeting human needs and wants on local and global environments.6The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. 5.3.6.C.2Predict the impact that altering biotic and abiotic factors has on an ecosystem.6All organisms cause changes in the ecosystem in which they live. If this change reduces another organisms access to resources, that organism may move to another location or die.5.3.6.C.3Describe how one population of organisms may affect other plants and/or animals in an ecosystem.8Symbiotic interactions among organisms of different species can be classified as: Producer/consumer Predator/prey Parasite/host Scavenger/prey Decomposer/prey5.3.8.C.1Model the effect of positive and negative changes in population size on a symbiotic pairing.12Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.5.3.12.C.1Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.12Stability in an ecosystem can be disrupted by natural or human interactions.5.3.12.C.2Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations. Content AreaScience Standard 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. StrandD. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations of developmental changes in a plant or animal over time form a basis for young learners understanding of heredity and reproduction.5.3.P.D.1Observe and record change over time and cycles of change that affect living things (e.g., use baby photographs to discuss human change and growth, observe and photograph tree growth and leaf changes throughout the year, monitor the life cycle of a plant).2Plants and animals often resemble their parents.5.3.2.D.1Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring.2Organisms have predictable characteristics at different stages of development. 5.3.2.D.2Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development.4Plants and animals have life cycles (they begin life, develop into adults, reproduce, and eventually die). The characteristics of each stage of life vary by species. 5.3.4.D.1Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species.6Reproduction is essential to the continuation of every species.5.3.6.D.1Predict the long-term effect of interference with normal patterns of reproduction.6Variations exist among organisms of the same generation (e.g., siblings) and of different generations (e.g., parent to offspring).5.3.6.D.2Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding.6Traits such as eye color in human beings or fruit/flower color in plants are inherited.5.3.6.D.3Distinguish between inherited and acquired traits/characteristics.8Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent. Some organisms reproduce sexually, through which half of the genetic information comes from each parent. 5.3.8.D.1Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits.8The unique combination of genetic material from each parent in sexually reproducing organisms results in the potential for variation.5.3.8.D.2Explain the source of variation among siblings.8Characteristics of organisms are influenced by heredity and/or their environment.5.3.8.D.3Describe the environmental conditions or factors that may lead to a change in a cells genetic information or to an organisms development, and how these changes are passed on.12Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids, which result in specific proteins.5.3.12.D.1Explain the value and potential applications of genome projects.12Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offsprings success in its environment.5.3.12.D.2Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.12Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents.5.3.12.D.3Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). Content AreaScience Standard 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. StrandE. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) 2Variations exist within a group of the same kind of organism.5.3.2.E.1Describe similarities and differences in observable traits between parents and offspring.2Plants and animals have features that help them survive in different environments.5.3.2.E.2Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments.4Individuals of the same species may differ in their characteristics, and sometimes these differences give individuals an advantage in surviving and reproducing in different environments.5.3.4.E.1Model an adaptation to a species that would increase its chances of survival, should the environment become wetter, dryer, warmer, or colder over time.4In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not survive at all.5.3.4.E.2Evaluate similar populations in an ecosystem with regard to their ability to thrive and grow.6Changes in environmental conditions can affect the survival of individual organisms and entire species. 5.3.6.E.1Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.8Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.5.3.8.E.1Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.8Anatomical evidence supports evolution and provides additional detail about the sequence of branching of various lines of descent.5.3.8.E.2Compare the anatomical structures of a living species with fossil records to derive a line of descent.12New traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.5.3.12.E.1Account for the appearance of a novel trait that arose in a given population.12Molecular evidence (e.g., DNA, protein structures, etc.) substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched.5.3.12.E.2Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence).12The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.5.3.12.E.3Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.).12Evolution occurs as a result of a combination of the following factors: Ability of a species to reproduce Genetic variability of offspring due to mutation and recombination of genes Finite supply of the resources required for life Natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring5.3.12.E.4Account for the evolution of a species by citing specific evidence of biological mechanisms. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandA. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) 2The Sun is a star that can only be seen during the day. The Moon is not a star and can be seen sometimes at night and sometimes during the day. The Moon appears to have different shapes on different days.5.4.2.A.1Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations.4Objects in the sky have patterns of movement. The Sun and Moon appear to move across the sky on a daily basis. The shadows of an object on Earth change over the course of a day, indicating the changing position of the Sun during the day.5.4.4.A.1Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day.4The observable shape of the Moon changes from day to day in a cycle that lasts 29.5 days.5.4.4.A.2Identify patterns of the Moons appearance and make predictions about its future appearance based observational data.4Earth is approximately spherical in shape. Objects fall towards the center of the Earth because of the pull of the force of gravity.5.4.4.A.3Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth.4Earth is the third planet from the Sun in our solar system, which includes seven other planets. 5.4.4.A.4Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets).6The height of the path of the Sun in the sky and the length of a shadow change over the course of a year. 5.4.6.A.1Generate and analyze evidence (through simulations) that the Suns apparent motion across the sky changes over the course of a year.6Earths position relative to the Sun, and the rotation of Earth on its axis, result in patterns and cycles that define time units of days and years.5.4.6.A.2Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun.6The Suns gravity holds planets and other objects in the solar system in orbit, and planets gravity holds moons in orbit.5.4.6.A.3Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away.6The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets.5.4.6.A.4Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs.8The relative positions and motions of the Sun, Earth, and Moon result in the phases of the Moon, eclipses, and the daily and monthly cycle of tides.5.4.8.A.1Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena.8Earths tilt, rotation, and revolution around the Sun cause changes in the height and duration of the Sun in the sky. These factors combine to explain the changes in the length of the day and seasons.5.4.8.A.2Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earths surface to create models that explain these phenomena and seasons.8Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two objects is proportional to their masses and inversely proportional to the square of the distance between the objects.5.4.8.A.3Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart.8The regular and predictable motion of objects in the solar system (Keplers Laws) is explained by gravitational forces.5.4.8.A.4Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion.12Prior to the work of 17th-century astronomers, scientists believed the Earth was the center of the universe (geocentric model).5.4.12.A.1Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17th-century astronomers to displace the geocentric model of the universe.12The properties and characteristics of solar system objects, combined with radioactive dating of meteorites and lunar samples, provide evidence that Earth and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.5.4.12.A.2Collect, analyze, and critique evidence that supports the theory that Earth and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.12Stars experience significant changes during their life cycles, which can be illustrated with an Hertzsprung-Russell (H-R) Diagram.5.4.12.A.3Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models.12The Sun is one of an estimated two hundred billion stars in our Milky Way galaxy, which together with over one hundred billion other galaxies, make up the universe.5.4.12.A.4Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe.12The Big Bang theory places the origin of the universe at approximately 13.7 billion years ago. Shortly after the Big Bang, matter (primarily hydrogen and helium) began to coalesce to form galaxies and stars.5.4.12.A.5Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago.12According to the Big Bang theory, the universe has been expanding since its beginning, explaining the apparent movement of galaxies away from one another.5.4.12.A.6Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding universe. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandB. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) 4Fossils provide evidence about the plants and animals that lived long ago, including whether they lived on the land or in the sea as well as ways species changed over time.5.4.4.B.1Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin.6Successive layers of sedimentary rock and the fossils contained in them tell the factual story of the age, history, changing life forms, and geology of Earth.5.4.6.B.1Interpret a representation of a rock layer sequence to establish oldest and youngest layers, geologic events, and changing life forms.6Earths current structure has been influenced by both sporadic and gradual events. Changes caused by earthquakes and volcanic eruptions can be observed on a human time scale, but many geological processes, such as mountain building and the shifting of continents, are observed on a geologic time scale.5.4.6.B.2Examine Earths surface features and identify those created on a scale of human life or on a geologic time scale.6Moving water, wind, and ice continually shape Earths surface by eroding rock and soil in some areas and depositing them in other areas.5.4.6.B.3Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps.6Erosion plays an important role in the formation of soil, but too much erosion can wash away fertile soil from ecosystems, including farms.5.4.6.B.4Describe methods people use to reduce soil erosion.8Todays planet is very different than early Earth. Evidence for one-celled forms of life (bacteria) extends back more than 3.5 billion years.5.4.8.B.1Correlate the evolution of organisms and the environmental conditions on Earth as they changed throughout geologic time.8Fossils provide evidence of how life and environmental conditions have changed. The principle of Uniformitarianism makes possible the interpretation of Earths history. The same Earth processes that occurred in the past occur today.5.4.8.B.2Evaluate the appropriateness of increasing the human population in a region (e.g., barrier islands, Pacific Northwest, Midwest United States) based on the regions history of catastrophic events, such as volcanic eruptions, earthquakes, and floods.12The evolution of life caused dramatic changes in the composition of Earths atmosphere, which did not originally contain oxygen gas.5.4.12.B.1Trace the evolution of our atmosphere and relate the changes in rock types and life forms to the evolving atmosphere.12Relative dating uses index fossils and stratigraphic sequences to determine the sequence of geologic events.5.4.12.B.2Correlate stratigraphic columns from various locations by using index fossils and other dating techniques.12Absolute dating, using radioactive isotopes in rocks, makes it possible to determine how many years ago a given rock sample formed.5.4.12.B.3Account for the evolution of species by citing specific absolute-dating evidence of fossil samples. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandC. Properties of Earth Materials : Earths composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form a basis for young learners understanding of properties of Earth materials. 5.4.P.C.1Explore and describe characteristics of and concepts about soil, rocks, water, and air.2Soils are made of many living and nonliving substances. The attributes and properties of soil (e.g., moisture, kind and size of particles, living/organic elements, etc.) vary depending on location.5.4.2.C.1Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.4Rocks can be broken down to make soil. 5.4.4.C.1Create a model to represent how soil is formed.4Earth materials in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Attributes of rocks and minerals assist in their identification.5.4.4.C.2Categorize unknown samples as either rocks or minerals.6Soil attributes/properties affect the soils ability to support animal life and grow plants.5.4.6.C.1Predict the types of ecosystems that unknown soil samples could support based on soil properties.6The rock cycle is a model of creation and transformation of rocks from one form (sedimentary, igneous, or metamorphic) to another. Rock families are determined by the origin and transformations of the rock.5.4.6.C.2Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain how one kind of rock could eventually become a different kind of rock.6Rocks and rock formations contain evidence that tell a story about their past. The story is dependent on the minerals, materials, tectonic conditions, and erosion forces that created them.5.4.6.C.3Deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formations.8Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, each having a different chemical composition and texture.5.4.8.C.1Determine the chemical properties of soil samples in order to select an appropriate location for a community garden.8Physical and chemical changes take place in Earth materials when Earth features are modified through weathering and erosion.5.4.8.C.2Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms.8Earths atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.5.4.8.C.3Model the vertical structure of the atmosphere using information from active and passive remote-sensing tools (e.g., satellites, balloons, and/or ground-based sensors) in the analysis.12Soils are at the interface of the Earth systems, linking together the biosphere, geosphere, atmosphere, and hydrosphere.5.4.12.C.1Model the interrelationships among the spheres in the Earth systems by creating a flow chart.12The chemical and physical properties of the vertical structure of the atmosphere support life on Earth.5.4.12.C.2Analyze the vertical structure of Earths atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandD. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) 6Lithospheric plates consisting of continents and ocean floors move in response to movements in the mantle.5.4.6.D.1Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire.6Earths landforms are created through constructive (deposition) and destructive (erosion) processes.5.4.6.D.2Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images.6Earth has a magnetic field that is detectable at the surface with a compass.5.4.6.D.3Apply knowledge of Earths magnetic fields to successfully complete an orienteering challenge.8Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core.5.4.8.D.1Model the interactions between the layers of Earth.8Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motion of plates. Sea floor spreading, revealed in mapping of the Mid-Atlantic Ridge, and subduction zones are evidence for the theory of plate tectonics.5.4.8.D.2Present evidence to support arguments for the theory of plate motion.8Earths magnetic field has north and south poles and lines of force that are used for navigation.5.4.8.D.3Explain why geomagnetic north and geographic north are at different locations.12Convection currents in the upper mantle drive plate motion. Plates are pushed apart at spreading zones and pulled down into the crust at subduction zones. 5.4.12.D.1Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models.12Evidence from lava flows and ocean-floor rocks shows that Earths magnetic field reverses (North South) over geologic time.5.4.12.D.2Calculate the average rate of seafloor spreading using archived geomagnetic-reversals data. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandE. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form the basis for young learners understanding of energy in Earth systems. 5.4.P.E.1Explore the effects of sunlight on living and nonliving things.2Plants need sunlight to grow.5.4.2.E.1Describe the relationship between the Sun and plant growth.4Land, air, and water absorb the Suns energy at different rates.5.4.4.E.1Develop a general set of rules to predict temperature changes of Earth materials, such as water, soil, and sand, when placed in the Sun and in the shade.6The Sun is the major source of energy for circulating the atmosphere and oceans. 5.4.6.E.1Generate a conclusion about energy transfer and circulation by observing a model of convection currents.8The Sun provides energy for plants to grow and drives convection within the atmosphere and oceans, producing winds, ocean currents, and the water cycle.5.4.8.E.1Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation, and the water cycle.12The Sun is the major external source of energy for Earths global energy budget.5.4.12.E.1Model and explain the physical science principles that account for the global energy budget.12Earth systems have internal and external sources of energy, both of which create heat.5.4.12.E.2Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.  Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandF. Climate and Weather : Earths weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PObservations and investigations form the basis for young learners understanding of weather and climate. 5.4.P.F.1Observe and record weather.2Current weather conditions include air movement, clouds, and precipitation. Weather conditions affect our daily lives.5.4.2.F.1Observe and document daily weather conditions and discuss how the weather influences your activities for the day.4Weather changes that occur from day to day and across the seasons can be measured and documented using basic instruments such as a thermometer, wind vane, anemometer, and rain gauge.5.4.4.F.1Identify patterns in data collected from basic weather instruments. 6Weather is the result of short-term variations in temperature, humidity, and air pressure. 5.4.6.F.1Explain the interrelationships between daily temperature, air pressure, and relative humidity data.6Climate is the result of long-term patterns of temperature and precipitation.5.4.6.F.2Create climatographs for various locations around Earth and categorize the climate based on the yearly patterns of temperature and precipitation.8Global patterns of atmospheric movement influence local weather. 5.4.8.F.1Determine the origin of local weather by exploring national and international weather maps.8Climate is influenced locally and globally by atmospheric interactions with land masses and bodies of water. 5.4.8.F.2Explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country.8Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in and out of the atmosphere. 5.4.8.F.3Create a model of the hydrologic cycle that focuses on the transfer of water in and out of the atmosphere. Apply the model to different climates around the world.12Global climate differences result from the uneven heating of Earths surface by the Sun. Seasonal climate variations are due to the tilt of Earths axis with respect to the plane of Earths nearly circular orbit around the Sun.5.4.12.F.1Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earths axis with respect to the plane of its orbit around the Sun.12Climate is determined by energy transfer from the Sun at and near Earths surface. This energy transfer is influenced by dynamic processes, such as cloud cover and Earths rotation, as well as static conditions, such as proximity to mountain ranges and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate. 5.4.12.F.2Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean.12Earths radiation budget varies globally, but is balanced. Earths hydrologic cycle is complex and varies globally, regionally, and locally.5.4.12.F.3Explain variations in the global energy budget and hydrologic cycle at the local, regional, and global scales. Content AreaScience Standard 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. StrandG. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.  By the end of gradeContent StatementCPI#Cumulative Progress Indicator (CPI) PInvestigations in environmental awareness activities form a basis for young learners understanding of biogeochemical changes.5.4.P.G.1Demonstrate emergent awareness for conservation, recycling, and respect for the environment (e.g., turning off water faucets, using paper from a classroom scrap box when whole sheets are not needed, keeping the playground neat and clean).2Water can disappear (evaporate) and collect (condense) on surfaces. 5.4.2.G.1Observe and discuss evaporation and condensation.2There are many sources and uses of water.5.4.2.G.2Identify and use water conservation practices.2Organisms have basic needs and they meet those needs within their environment. 5.4.2.G.3Identify and categorize the basic needs of living organisms as they relate to the environment.2The origin of everyday manufactured products such as paper and cans can be traced back to natural resources.5.4.2.G.4Identify the natural resources used in the process of making various manufactured products.4Clouds and fog are made of tiny droplets of water and, at times, tiny particles of ice. 5.4.4.G.1Explain how clouds form.4Rain, snow, and other forms of precipitation come from clouds; not all clouds produce precipitation. 5.4.4.G.2Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions that form precipitation.4Most of Earths surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle.5.4.4.G.3Trace a path a drop of water might follow through the water cycle.4Properties of water depend on where the water is located (oceans, rivers, lakes, underground sources, and glaciers). 5.4.4.G.4Model how the properties of water can change as water moves through the water cycle.6Circulation of water in marine environments is dependent on factors such as the composition of water masses and energy from the Sun or wind.5.4.6.G.1Illustrate global winds and surface currents through the creation of a world map of global winds and currents that explains the relationship between the two factors.6An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem.5.4.6.G.2Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.6Personal activities impact the local and global environment. 5.4.6.G.3Describe ways that humans can improve the health of ecosystems around the world.8Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate system.5.4.8.G.1Represent and explain, using sea surface temperature maps, how ocean currents impact the climate of coastal communities.8Investigations of environmental issues address underlying scientific causes and may inform possible solutions.5.4.8.G.2Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.12Natural and human-made chemicals circulate with water in the hydrologic cycle.5.4.12.G.1Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay).12Natural ecosystems provide an array of basic functions that affect humans. These functions include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients.5.4.12.G.2Explain the unintended consequences of harvesting natural resources from an ecosystem.12Movement of matter through Earths system is driven by Earths internal and external sources of energy and results in changes in the physical and chemical properties of the matter.5.4.12.G.3Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles.12Natural and human activities impact the cycling of matter and the flow of energy through ecosystems.5.4.12.G.4Compare over time the impact of human activity on the cycling of matter and energy through ecosystems.12Human activities have changed Earths land, oceans, and atmosphere, as well as its populations of plant and animal species.5.4.12.G.5Assess (using maps, local planning documents, and historical records) how the natural environment has changed since humans have inhabited the region.12Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.5.4.12.G.6Assess (using scientific, economic, and other data) the potential environmental impact of large-scale adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy).12Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.5.4.12.G.7Relate information to detailed models of the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and residence times. BIOLOGY Life Science: Matter, Energy & Organization of Living Systems; Diversity & Biological Evolution; Reproduction & Heredity Matter, Energy and Organization in Living Systems Cell Structure and Function, Reproduction and Heredity Evolution Biological Diversity Microorganisms: Viruses and Kingdoms; Monera (Eubacteria, Archaebacteria), Protista, and Fungi Kingdoms: Anamalia, Plantae Ecosystems Human SystemsKey Elements Student Activities/Evidence What students should know Performance Targets What students will be able to do MATTER Explore and apply biological principles related to the science, chemistry and bio chemistry of life. Why are models important to scientific research? Why do organisms have buffer systems? Why is water an important component of homeostasis in organisms? ENERGY Implement effective and safe scientific methodologies and laboratory practices that lead to understanding of scientific concepts and biological principles. PHOTOSYNTHESIS Apply understanding of eukaryotic, prokaryotic, animal and plant cell structures, functions and cellular processes to problem solving requiring critical thinking skills Apply understanding of eukaryotic, prokaryotic, animal and plant cell structures, functions and cellular processes to problem solving requiring critical skills CELL STRUCTURE AND FUNCTION Apply understanding of eukaryotic, prokaryotic, animal and plant cell structures, functions and cellular processes to problem solving requiring critical skills What evidence did Darwin find in the Galapagos Islands to support the theory of evolution? Can we build a real Jurassic Park? Describe two unique features of hominids. NATURAL SELECTION Genetic Engineering Apply understanding of current scientific evidence that provides support for the theory of evolution and the origin of life. Apply understanding of current scientific evidence that provides support for the theory of evolution and the origin of life. MICROORGANISMS Apply understanding of concepts to problem-solving exercises related to the following microorganisms: I. Viruses II. Kingdom: Monera (Eubacteria, Archaebacteria) III. Kingdom: Protista Kingdom: Fungi Apply understanding of concepts related to kingdoms: Animalia Plantae Describe taxonomic classification categories and the 6-kingdom system of classification. PLANTAE CELL STRUCTURE AND FUNCTION ECOSYSTEMS Apply understanding of the interdependence of life on earth relevant to ecosystems. Apply understanding of the interdependence of life on earth relevant to ecosystems. Apply understanding of the interdependence of life on earth relevant to ecosystems. Apply understanding of concepts related to anatomy and physiology of human systems. Apply understanding of concepts related to anatomy and physiology of human systems. Apply understanding of concepts related to anatomy and physiology of human systems. Apply understanding of concepts related to anatomy and physiology of human systems. Apply understanding of concepts related to anatomy and physiology of human systems. Apply understanding of concepts related to anatomy and physiology of human systemsExplain the relationship between electrons, neutrons and protons. Distinguish the difference between acids and base. Formulate a hypothesis statement if you wished to study the effects of fertilizer on plant growth. Explain why there are various scientific methodologies. Explain the relationship between a hypothesis and a prediction statement? Describe the process by which a catalyst affects a reaction. Provide an example of molecule. Compare the role ATP with the role of DNA. High temperatures can weaken bonds between different parts of a protein molecule, thus changing its shape. Cells contain mostly water. A data table can compare the predicted pH against the measured pH of three (3) different solutions. Utilize the technologies in planning and implementing safe scientific experimentation involving the efficacy of a fertilizer on plant growth. A chart can show the general safety guidelines for laboratory practice. Notebooks are important organizational tools. The importance of bioethics in any kind of scientific research is evident. The structures of eukaryotic and prokaryotic cells can be compared. Describe the functions of two types of cell membrane. Explain the cell theory and provide evidence for this theory. The role of each of the following organelle in cells can be described: " neucleus " mitochondria " cell membrane " ribosome " lysosome " Golgi apparatus " endoplasmic reticulum (ER) " chloroplast Calculate the surface-area-to-volume ratio of a cube with a side length of 3mm, a height of 2mm and a width of 1mm. Topic: Water Movement in Cells Construct models of the animal and plant cell, depicting organelle and other distinct features. Topic: Ion Channels Distinguish between passive and active transports. Discuss the role of the sodium-potassium (Na+-K+) pump. Identify the primary source of energy for most organisms. Summarize the events of the light and dark reactions of photosynthesis. Create a table to describe the role of each of the following in photosynthic processes: " light " water (H2O " pigments " ATP " NADPH " carbon dioxide Summarize the processes involved in glycolyss, Krebs cycle and the electron transport chain. " Explain why aerobic respiration is more efficient than anaerobic. Differentiate between G1, S, and G2 phases of eukaryotic cell cycle Explain the difference between mitosis and meiosis. Differentiate game formation in male animals from those of female animals. Differentiate between the process of crossing-over and independent assortment. Provide an example of the law of segregation of alleles and independent assortment of alleles using monohybrid and dihybrid crosses. The Punnett square diagram can be used to predict the outcome. Calculate the expected phenotype and genotypic ratios of genetic cross between two individuals who are heterozygous for frekles. Use a Punnett square. Calculate the probability of having a child with no dimples, dd,if the mother and father are heterozygous (Dd) and homozygous recessive (dd), respectively. Calculate the probability of having a child with no dimples, (Dd), respectively Describe how information is coded in genetic material using templates or cutouts of DNA molecules. Describe the three components of a DNA molecules. Suggested Project-based Learning Activity: Construct a model of the DNA molecule demonstrating the spatial relationship and orientation of the deoxy sugar, the nitrogenous bases and the phosphate groups. Explain why the two strands of DNA are considered complementary. Explain how DNA can be altered by natural or artificial means to produce changes in a species. Explain the process of protein synthesis. Explain the underlying mechanism of all cancer cells. Explain the events that occur during chromosomal nondisjunction. Explain the importance of restriction fragment length polymorphism (RFLP) technique in any kind of scientific work involving DNA. Explain the reason(s) the polymerase chain reaction (PCR) technique has been found to be very useful in genetic research. " Could genetic alterations be passed on to offspring? List the different crops that are genetically engineered for public consumption. Question: Should the government allow scientists to conduct research involving the manipulation of genes? Write a paragraph explaining the process of bacterial transformation in Escherichia coli (E. coli). Conduct a DNA gel eletrophoresis experiment to study the different sizes of DNA fragments. Provide information that supports the theory of evolution using fossil record. Topic: Species Formation Describe the theory of evolution in terms of anatomy, fossil records, and biochemistry. Explain the Hardy-Weinberg Principle. The frequency of homozygous recessive albino rats in a population 0.01 Calculate the expected frequency of the dominant allele in this population. Hardy-Weinberg formula for genetic Equilibrium: p2 + 2pq + q2 = 1 Identify and explain the evidence that closely links humans to chimpanzees. Explain the role of the law of superposition in the current theory of human origins. Explain how Linnaeus helped developed modern system of taxonomy. Explain the relationship of domain to kingdoms. Provide two examples of organisms that require interdependence for survival. Explain the relationship between convergent evolution and analogous characters. Suggested Internet-based Project Development of a Wiki page for international communications with students throughout the United States. Explain how the theory of natural selection accounts for an increase in the proportion of individuals with advantageous characteristics within a species. Activities related to viruses: Compare the properties of viruses with that of prokaryots and eukaryots. Identify different kinds of viruses. Project-based Learning Activity: Construct a table indicating common features of viruses with those of each kingdom and phylum. Draw and label the parts of a virus. Describe the steps by which viruses replicate. Write a paragraph to explain how the human immuno virus (HIV) causes acquired immuno insufficiency syndrome (AIDS). Topic: Viral Diseases How would you explain the increased resistance of HIV to antiviral drugs relative to the theory of natural selection? Explain the economic importance of bacteria. Describe the relationship between photosynthesis, heterotrophic metabolism, and chemotrophic metabolism. Calculate the time it would take a mammalian cell to add 4,000 nucleotides to one DNA strand undergoing replication. Critical Thinking Question: Predict the effect a DNA polymerase inhibitor would have on the total time required to add 6,000 nucleotides. Why would a physician attempt to determine if the bacterial infection is Gram-negative or Gram positive? Activities related to Protista: List the three main groups of Kingdom Protista. Explain why protests are not classified with the other three eukaryotic kingdom. Describe the division of labor within multicellular protest. Describe the function of pseudopodia Project based-Learning Activity: Draw a table to compare and contrast the four (4) groups of protozoans: Sarcoding, Ciliophora, Matigophora, and Sporozoa. Write a one page summary to explain the two different ways that protests affect human health Describe three human diseases caused by protests. List and describe the different types of algae. Tell how the green algae are grouped. Contrast the manner in which these organisms reproduce. Describe the characteristics of euglenoids. D. What organism causes malaria? What kingdom does it belong to? Describe the process by which malaria is spread. Explain the difference between molds form fungi and those of protests. Topic: Protista Topic: Reproduction in Protista Topic: Malaria Vaccine Activities related to plants: Identify divisions within the plant kingdom Compare and contrast characteristics of different groups of plants. Identify and describe the structures of roots, stems, and leaves. Outline the processes of seed and fruit formation and seed germination. Distinguish between monocot and dicot plants using 4 different characteristics. How do vessel cells differ from tracheids? Describe the relationship between sieve tube cells and companion cells. Compare and contrast the structure and function of the xylem and the phloem. How does the transpiration-cohesion (tension) theory explain how water is able to reach to the tips of tall trees? Describe the mechanism by which the phloem accomplishes translocation of sugars in the plant? Explain the major role of a plant leaf? Describe epidermis cells and explain their function. What substances does the epidermis secrete and what is its function? What are the characteristics the two guard cells that comprise a stoma? How does the stoma open and close? Describe the conditions under which the stomata likely be closed? Explain why? When would the stoma likely be open? Why is their a need for air spaces in the spongy mesophyll? What is the primary function of spongy mesophyll cells and palisade cells? Describe the following modified stems: " stolon " rhizome " corm Describe the function(s) of pith and cortex cells in the stem? Describe the major roles of roots? Describe the differences between tap roots and fibrous roots. What advantage dos each type have? List the four major regions of a growing toot tip and describe briefly what occurs in each region. D. What are root hairs, and what are their function? Describe the role(s) of the endodermis of the root? Explain the function of the vascular cylinder in the root of plants? Describe meristem tissue and its role. Describe the development of wood tissues in a dicot with vascular cambium cells using a series of diagrams. Draw and label: spring xylum, Summer xylum, pith, vascular bundle, phloem, annual ring. Explain the role of auxins and gibberellins in plants. How is a nastic movement different from a tropism? Give an example for each. Topic: Structure and Function of Seeds Topic: Novascular Plants Topic: Medicines from Plants List three ways in which plants are used to synthesize medicines. Discuss the reasons why the destruction of any rainforest would be of concern to medical science. Activities related to Fungi: Identify the characteristics of fungi and explain their role as decomposers. Contrast the characteristics of fungi with those of plants. Write a paragraph summarizing the role of fungi in the environment. Summarize different ways that fungi reproduce. Summarize the classification of fungi. Describe the structure of a mushroom. Describe the two tpes of symbioses that involve fungi. Summarize how lichens promote the process of biological succession. Critical Thinking Question: Describe the changes that would take place on the planet if all fungi were to be eradicated? Suggested Internet-based Learning Activity:  HYPERLINK "http://www.scilinks.org" www.scilinks.org Topic: Characteristics of Fungi Topic: Symbiosis of Fungi Activities related to Animalia: Describe the characteristics of animals, invertebrates vs. vertebrates. Compare and contrast radial and bilateral symmetry with asymmetry. Compare and contrast the adaptations and characteristics of different vertebrates. Distinguish mammalian characteristics from those of non-mammalian. Compare reproduction in egg-laying, pouched, and placental mammals. Suggested Internet-based Learning Activity:  HYPERLINK "http://www.scilinks.org" www.scilinks.org Topic: Body Symmetry Keyword: HX4028 Suggested Internet-based Learning Activities  HYPERLINK "http://www.scilinks.org" www.scilinks.org Topic: Body Cavity Keyword: HX4027  HYPERLINK "http://www.scilinks.org" www.scilinks.org Topic: Animal Groups Keyword: HX4010 Questions related to all kingdoms: Which of the six (6) kingdom(s) is/are made p of unicellular organisms? Which of the six (6) kingdom(s) have multi-cellular organisms? List the kingdom(s) that have no nucleus in the cell. List the kingdom(s) that have obtain food by the process of photosynthesis. Which kingdom(s) reproduce asexually? Which kingdom(s) are responsible for the decomposition of organic matter in the environment? List the kingdom that do not have insects as a member. Which kingdom(s) have members that contain a vacuole and are unicellular? List the kingdom that have a cell membrane and obtain food as a parasite. Which kingdoms reproduce by fission and can also function as consumers in the environment? Which kingdoms are important in the environment by being a part of a food chain and do not include ferns? List the kingdoms with members that have organelles, and attain food by being parasites, but are not unicellular. Topic: Organisms and their Environment . Present an organized notebook, including notes taken during class that indicates material learned presented in class. Suggested Project-based Learning Activity: Topic: Applications of Biotechnology in the Management of Waste Products. Use internet to conduct a literature search of topic. Write a 10-page research paper that explores at least two mechanisms for the disposal of waste product using biotechnology. Model the hydrologic cycle. Compare salinities of different bodies of water. Analyze the flow of energy through a food chain that contains four tropic levels, one of which is a carnivore. Great Falls of Paterson  current status, effects, improvement Sandy Hook trips (virtual or actual); rep to school Suggested Field Trips: " Liberty Science Center " Museum of Natural National History " Sandy Hook Marine Laboratory Describe the process of desalination as a means of harvesting fresh water. Suggested Internet-based Research Activity: Analyze the roles of historical explorations and discoveries and their impact on the understanding of the biosphere. Write a 5-page paper to discuss three examples of such discoveries. Evaluate the importance of the properties of water in ocean processes and the maintaining of proper conditions and balance. Construct a concept map that demonstrates the roles of photosynthetic and chemosynthetic organisms as the bases of marine food webs and energy pyramids. F. Appraise the adaptations of marine invertebrates and compare them to their habit conditions. Describe the niches of large marine organisms such as birds, reptiles, fish and mammals. Describe the variability of marine ecosystems and their components. Determine which human interactions with the oceans may cause negative impacts. Write a paragraph to describe how various types of pollen can affect marine life and the biosphere. Write an outline indicating how the constituents of seawater can be utilized in every day life. Define photic zone. Analyze role that ocean and marine producers play in carbon cycle. Analyze how a limiting nutrient affects productivity (toxic and algal blooms). Present an organized notebook including notes taken during class that indicates material learned presented in class. Discuss culture and diversity in medicine. Debate whether any government should be involved in the legislation of scientific research protocols. Hypothesize about changes in government and its effect(s) on bioethics. Write a paragraph comparing technological and non-technological factors that influence life expectancy in humans. Calculate the average bone density of two individuals, A and B, with measured densities of 1.6g/cm 3, 1.52g/cm3 for (A) and 1.82 g/cm3, 1.77g/cm3 for (B), respectively. Explain why it is important to analyze several samples to obtain an average of your data. Critique definitions of death. Define the term extraordinary measures. Calculate the volume of air in liters an adult inhales per minute if he (she) has a breathing rate of thirty (30) breaths per minute. F. Consider historical events shaping views of end-of-life issues in the present and one hundred (100) ears from now. Conduct debate on ethics of experiments that use non human moddels for the advancement of medicine. Conduct debate on physician-assisted suicide. Is it legal? Is it ethical? Research paper Topic: Embryonic stem cell research (multidisciplinary activity History and English Departments). Internet-based Project. Focus: Development of a wiki page for communication with other students of throughout he United States. Present an organized notebook, including notes taken during class that indicates material learned presented in class. Calculate how many milliliters of fluid the human kidney filters each hour if this organ has a filtering capacity of 125 ml of blood per minute. Questions related to human anatomy and physiology. What are three basic elements of lung systems? Explain the functions of nasal mucus, blood capillaries in the nasal cavity and nasal hairs. Describe the larynx structure, how sounds are produced, high and low pitches etc. What is the purpose of the uvula and the epiglottis? What two kinds of cells line the trachjea and what are their purposes? Fully describe the alveoli. Describe the mechanics of breathing. Name the two muscles involved and how do they function to cause inhalation and exhalation? Compare the composition of inhaled and exhaled air. Where are the differences and why? What is the role of the medulla oblongata in controlling the breathing rate? What makes carbon monoxide toxic? List some ways cigarette smoke is damaging to the gas-exchange system. Describe open and close circulatory systems with sketches. What are the major differences? Draw a sketch of the earthworms circulatory system and label it. What are the similarities and differences between arteries and veins? State the four components of blood, the percentage of the volume each comprises, and the functions(s) of each components. What is the purpose of hemoglobin in red blood cells? What kind of blood can the following blood types receive safely and why? " Type A " Type B " Type AB " Type O Draw a schematic diagram of the heart. Explain these heart defects: heart murmur, septal defect, and ductus arteriosis. Distinguish between lymph, interstitial fluid and plasma. Describe the two important roles of the lymphatic system? Explain how to measure the blood pressure of someone. What is arteriosclerosis, and what risks does it involve? What is coronary bypass? Distinguish between intracellular and extracellular digestion. State two functions of saliva. Identify the two digestive functions of the tongue? List all the gastric juices and their functions. How is heartburn caused? Explain hw the small intestine is designed to maximize surface area. Why is a large surface area important? What are the functions of the duodenum, jejunum, and ileum? Describe peristalsis. What factors affect enzyme activity? Describe the function of a hormone. Describe the digestive functions of the liver, gall bladder and pancreas (2 functions). Explain the purpose of bile? State the six nutrient types. Differentiate between saturated and unsaturated fats. Students will be able to: >List the six unifying themes of biology: " Cell structure and function " Reproduction and inheritance " Homeostasis " Interdependence of organisms " Matter, energy and organization Explain how organisms acquire the energy to survive Describe how energy changes are involved in chemical reactions. Explain the role or enzymes in biological reactions. Define solution, solute, solvent and concentration Describe the use of pH scale in biological systems. Provide three examples of organic compounds Explain the action of buffers. Describe polarity. Describe the structure and function of carbohydrates, proteins, lipids and nucleic acids. Defining and provide examples of examples of observing, measuring, organizing and analyzing data, inferring and modeling. Explain the relationship between a hypothesis, a prediction and an experiment. Explain the components of a controlled experiment Collect and organize data. Graph data using graph paper and / or a computer software application. Implement dimensional analysis using the metric system. Identify all laboratory equipment and demonstrate their practical uses. Apply scientific method in problem solving, including making careful observations, defining experimental and dependent variables, formulating hypothesis, predictions, data collection, graphing and interpretation, conclusions and communications. Practice all safety standards in a laboratory setting, including emergency procedures. Explain cell theory. Distinguish between prokaryotes and eukaryotes. Describe the composition, structure, and function of the cell membrane. Describe the structure and function of the major cellular organelles found in eukaryotic and prokaryotic cells. Distinguish between osmosis and diffusion. Explain how substances cross the cell membrane through facilitated diffusion. Explain the role of ion channels in the diffusion of ions across the cell membrane. Differentiate between passive and active transport. Explain how the sodium potassium (Na+- K+ ) pump works. Suggested Project-based Learning Activity: Prepare cultures of two different strains of E.coli, ampicillin and streptomycin resistant, respectively, on an agar plate. Compare the two cultures such that conjugation can occur. Test the new strain against both ampicillin and streptomycin antibiotics. Describe your results Explain the process of photosynthesis, including the role of chlorophylls and the main of the light and dark reactions Describe the main events of glycolysis, Krebs cycle and the electron transport chain. Explain how photosynthesis and aerobic respiration (glycolysis, Krebs cycle and electron transport chain) are thought to be related processes. Describe, compare, contrast structures of eukaryotic and prokaryotic chromosomes. Relate the structure of molecules to their function in cellular structure and metabolism. Give examples of diploid and haploid cells. Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species. Describe the events of binary fission. Summarize the phases of mitosis and meiosis. Compare cytokines in animals cells to cytokinesis in plant cells. Explain and give examples of the Law of Segregation of Alleles and the Law of Independent Assortment. Calculate the results of monohybrid and dihybrid genetic crosses using a Punnett square. Explain the principal function of deoxyribonucleic acid, DNA. Describe the structure of DNA Suggested Project-based Learning Activity: DNA Replication Conduct a survey of the literature to identify various approaches in gene therapy and potential applications in the medical sciences. Write a 10-page paper that addresses the following questions: " How does gene therapy work? " Has gene therapy been successful in humans? " How does gene therapy work? And the role of base pairing in its structure. Describe how information is encoded and transmitted in genetic material. Summarize the main features of DNA replication. Describe the roles of transfer, messenger and ribosomal ribonucleic acid, RNA. Summarize the process of translation. Recognize the relationship between gene expression and morphogenis. Apply concept of genetic transformation to bacteria. Discuss the key characteristics of cancer cells. Explain inheritance of ABO blood groups. Explain the mechanics of human chromosomal nondisjunction disorders Describe various technologies in DNA science including restriction fragment length polymorphism (RFLP) analysis,, gel electrophoresis and polymerase chain reaction (PCR) Explain how gene therapy may be used in humans. Discuss the uses of of DNA technology in the production of medicines, crops and food supplies. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Discuss the ethical issues in genetic engineering. Identify biotechnological advances and the political influences impacting their application. Differentiate the need versus want of specific biotechnological processes. Justify and/or debate the can we versus the should we of highly criticized biotechnological processes. Give examples of applications and benefits of various biotechnologies. Conduct various experiment demonstrating the practical use of bio technology Summarize efficacies of different biotech applications. Define evolution. Compare and contrast evolutionary theories presented by Jean Baptiste Lamark and Charles Darwim Explain that through evolution the Earths present species developed from earlier distinctly differently different species. Explain how the theory of natural selection accounts for extinctions as well as an increase in the proportion of individuals with advantageous. Describe the difference between homologous, analogous, and vestigial structures. Explain the Hardy-Weinberg theory of genetic equilibrium. Analyze and explain scientific studies related to the origins of humans. Calculate the time it would take a bacterium to add 4,000 nucleotides to one DNA strand undergoing replication of during normal DNA replication bacterium can add nucleotides at a rate of five hundred (500) nucleotides per second. Analyze and describe fossil evidence of hominid evolution. Explain the law of superposition and its significance. Relate amino acid sequences to evolutionary relationships. Provide examples of the interdependence of organisms throughout the Earth. Explain and apply the concepts that support modern phylogenetic taxonomy and the two modern systems of classification. Viruses: Describe the structure of viruses and how they replicate. Contrast the characteristics of viruses and bacteria to show that viruses are nonliving and bacteria are living organisms. Compare and contrast the lytic and lysogenic cycles of viral replication. Describe the structure and classification of viruses. Describe a bacteriophage. List four viral diseases that afflict humans. Discuss the relationship between viruses and cancer. Protista List and describe the different types of algae. Describe how green algae are grouped. Contrast the manner in which these organisms reproduce Describe the characteristics of euglenoids. List and describe the different types of protozoa. Compare and contrast the characteristics of amoeboids and ciliates; discuss their diversity. Describe the characteristics of protozoa. Describe the 6-kingdom system of classification. Explain and apply the concepts that support modern phylogenic taxonomy and the two modern systems of classification. Suggested Internet-based Project Development of a Wiki for International Communications with students throughout the United States. Present an organized notebook including notes taken during class that indicate materials learned and presented in class. Describe the classification scheme of protozoa and name four (4) representative genera. Explain the role some protozoa represent in aquatic ecosystems. Name and describe an adaptation that enables some protozoa to survive harsh environmental environments. Compare and contrast algae with other protests. Identify the thalllus format, progosynthetic pigmentation, form of food storage and cell wall composition as the main characteristics used to clarify algae. Plantae: List the characteristics shared by all plants Describe the general characteristics of vascular and nonvascular plants. Describe the bryophytes and give the most significant stages of the moss life cycle. Compare the various plant life cycles (i.e, moss, fern, gymnosperm and angiosperm). Contrast dicots and monocots plants. Identify foods that come from plants and their relative importance. Describe how plants are used to treat human illnesses. Plantae: List the characteristics shared by all plants Describe the general characteristics of vascular and nonvascular plants. Describe the bryophytes and give the most significant stages of the moss life cycle. Compare the various plant life cycles (i.e, moss, fern, gymnosperm and angiosperm). Contrast dicots and monocots plants. Identify foods that come from plants and their relative importance. Describe how plants are used to treat human illnesses. List the characteristics shared by all plants Describe the general characteristics of vascular and nonvascular plants. Describe the bryophytes and give the most significant stages of the moss life cycle. Compare the various plant life cycles (i.e, moss, fern, gymnosperm and angiosperm). Contrast dicots and monocots plants. Identify foods that come from plants and their relative importance. Describe how plants are used to treat human illnesses. Plantae: List the characteristics shared by all plants Describe the general characteristics of vascular and nonvascular plants. Describe the bryophytes and give the most significant stages of the moss life cycle. Compare the various plant life cycles (i.e, moss, fern, gymnosperm and angiosperm). Contrast dicots and monocots plants. Identify foods that come from plants and their relative importance. Describe how plants are used to treat human illnesses. Describe the general characteristics of vascular and nonvascular plants. Describe the bryophytes and give the most significant stages of the moss life cycle. Compare the various plant life cycles (i.e, moss, fern, gymnosperm and angiosperm). Contrast dicots and monocots plants. Identify foods that come from plants and their relative importance. Describe how plants are used to treat human illnesses. Fungi: List and discuss the characteristics of fungi. Explain why fungi are classified in their own kingdom, and tell how fungi different from organisms in the other kingdoms. Describe and give examples of the zygospore fungi, the sac fungi, the club fungi, and the imperfect fungi. Discuss the various life cycles displayed within this kingdom. Compare fungi with other eukaryotic organisms. Describe the process by which fungi obtain nutrients. Describe three (3) mechanisms by which fungi cause disease in humans. Write a 10-page research paper that relates the characteristics, position within an ecosystem and evolutionary traits of any species of organism D. Describe the structure in lichen, the different types of lichens, and the nature of this fungal/algal association. Animalia: Describe the way of life and the anatomical features of sponges. Describe cnidaria including their body forms and other anatomical features. Describe the flatworms using free-living planarian as an example. Describe the life cycle of flukes and tapeworms, emphasizing anatomical changes that accompany the parasitic way of life. Describe roundworms including their way of life and anatomical features. Compare the phyla in terms of body plan, type of smmetry, number of tissue layers, level of organization, and presence of coelom. List and discuss several Describe the general characteristics of Protostomes including mollusks, annelids, andarthropods. Describe the common characteristics of echinodermis and their embryonic development (deuterostomes). List the three-chordate characteristics. List and describe the characteristics of vertebrates. Give the two main characteristics of mammals, and contrast the way in which the three types of modern-day mammals reproduce. Give two (2) examples of how global systems are linked together. Describe three (3) was humans have altered the composition of the atmosphere and identify the possible consequences on the planet. Define biodiversity and describe three (3) ways to measure it. Describe the various measures being taken to address the following: " Conservation of migratory birds " Restoration of everglades " Wolf reintroduction Define plant ecology. Provide two (2) examples of how plants recycle substances in the environment, and explain its importance to humans. Explain the beneficial interactions between plants, fungi and bacteria. Describe how wild plant populations have been destroyed by people. Distinguish between the niche and the habitat of an organism and explain how the competitive exclusion principle relates to the diversity of organisms. Give examples of the types of interspecies relationships, and explain what effect they can have on populations. Give examples of biotic components within an ecosystem. Describe the process of primary and secondary succession on land; contrast the properties of the early stages of succession with the climax stage of succession. Give an example of a food web, and define tropic level. Name and give a function for each part of a generalized biochemical cycle. Describe the carbon, nitron, phosphorus and water cycles. Describe the characteristics of the treeless biomes; deserts, tundra, grasslands, and scrubland. Describe the characteristics of forestsp taiga, temperate forests, and tropical forests. Relate the location of the various terrestrial biomes to latitude and altitude. Summarize the importance of the skin inn maintaining homeostasis, healing and aging in the body. Identify the structure and functions of the skeleton and compare types of joints using a models and/ or diagrams. Distinguish among the three types of muscles and locations and describe muscles and locations and describe muscle contraction. Outline the pathway of food and summarize the digestive processes along the way. Identify the functions of glands and their effects on other systems. List the structures involved in external respiration. Explain the mechanics of breathing, both external and cellular. Distinguish between various components of blood, blood types, and the route of blood through body and heart. F. Explain how heart rate is controlled and affected by activity. Describe the structure and functions of the urinary system. Explain how the nervous system and hormones control processes in the body. Explain how nerve impulses travel in the nervous system. Summarize the functions of the major parts of the nervous system. Identify structures of the male and female reproductive systems. Summarize the medicinal uses of drugs. + List development stages of the fetus, birth growth and development. Graph data that relate cases, symptoms, disease transmission and defenses in human systems. Research and chart categories of drugs. Compare medicinal vs. addictive uses of drugs. Explain how addictive drugs affect the nervous system. Recognize an individuals mood and behavior may be modified bhy substance and can result in physical dependency, increased risk of injury, accidents and death. Discuss nature vs. nurture, cultural and environmental influences on the effects of aging for each system.      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P344 laittVp(T$If $$Ifa$kd$$IfedtVTl\24 (022 P344 laittVp(T$If $$Ifa$kd'$$IfedtVTl\24 (022 P344 laittVp(Tmn{|/0  !"+,>OP[\WX_`YZijuvIJ          ƻƻƻƻƻƻƻhhuV}<hhuV}OJQJhhuV}5OJQJaJ hhuV}hhuV}OJQJaJhhuV}OJQJaJhhuV}OJQJF \n| & F$If & F$IfgduV}$If $$Ifa$ kd$$IfedtVTl\24 (022 P344 laittVp(T/$If $$Ifa$/0kd5$$IfedtVTl\24 (022 P344 laittVp(T03 $If $$Ifa$ edtVkd$$IfedtVTl\24 (022 P344 laittVp(T !",ukdC$$IfedtVTl0U2 622 P344 l` aittVpT$If{uu$IfkdU$$IfedtVTl0U2 622 P344 l` aittVpT{vmmmm $$Ifa$edtVkda$$IfedtVTl0U2 ԴԴ622 P344 l` aittVpԴԴTkdm$$IfedtVTl\2$4 (022 P344 laittVp(Tx$If $$Ifa$kd$$IfedtVTl\24 (022 P344 laittVp(TO$If $$Ifa$OPkdy$$IfedtVTl\24 (022 P344 laittVp(TPR[$If $$Ifa$[\kd$$IfedtVTl\24 (022 P344 laittVp(T\^$If $$Ifa$kd$$IfedtVTl\24 (022 P344 laittVp(TW$If $$Ifa$WXkd$$IfedtVTl\24 (022 P344 laittVp(TXZ_$If $$Ifa$_`kd$$IfedtVTl\24 (022 P344 laittVp(T`b$If $$Ifa$kd$$IfedtVTl\24 (022 P344 laittVp(T $If $$Ifa$kd$$IfedtVTl\24 (022 P344 laittVp(T)Y$If $$Ifa$YZkd*$$IfedtVTl\24 (022 P344 laittVp(TZ\i$If $$Ifa$ijkd$$IfedtVTl\24 (022 P344 laittVp(Tjm)4u$If $$Ifa$uvkd8$$IfedtVTl\24 (022 P344 laittVp(TvyI$If $$Ifa$IJkd$$IfedtVTl\24 (022 P344 laittVp(TJM $If $$Ifa$   edtVkdF$$IfedtVTl\24 (022 P344 laittVp(T     1 ukd$$IfedtVTl0U2 622 P344 l` aittVpT$If  0 1 2 8 9 X l m n o   d e tu78FGDEFG  `!a!o"p"β hhuV}hhuV}OJQJaJhhuV}<hhuV}OJQJhhuV}OJQJhhuV}OJQJaJhhuV}5OJQJaJF1 2 9 m {uu$Ifkd$$IfedtVTl0U2 622 P344 l` aittVpTm n o     {vmmmm $$Ifa$edtVkd$$IfedtVTl0U2 ԴԴ622 P344 l` aittVpԴԴT  kd$$IfedtVTl\2$ (022 P344 laittVp(T    d $If $$Ifa$d e kd|$$IfedtVTl\2 (022 P344 laittVp(Te g   t$If $$Ifa$tukd$$IfedtVTl\2 (022 P344 laittVp(Tuw2<$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(THR$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(T&$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(T&0$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(Tnx$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(Tgr$If $$Ifa$kd-$$IfedtVTl\2 (022 P344 laittVp(T7$If $$Ifa$78kd$$IfedtVTl\2 (022 P344 laittVp(T8;;F$If $$Ifa$kd;$$IfedtVTl\2 (022 P344 laittVp(T%G4? $If^ & F$IfgduV}$If $$Ifa$edtVkd$$IfedtVTl\2 (022 P344 laittVp(TpkdI$$IfedtVTl0U2 622 P344 l` aittVpT$IfedtVE{uu$Ifkd[$$IfedtVTl0U2 622 P344 l` aittVpTEFG[mr{vmmmm $$Ifa$edtVkdg$$IfedtVTl0U2 ԴԴ622 P344 l` aittVpԴԴTkds$$IfedtVTl\2$ (022 P344 laittVp(Tgq$If $$Ifa$kd$$IfedtVTl\2 (022 P344 laittVp(T $If $$Ifa$  kd$$IfedtVTl\2 (022 P344 laittVp(T    `!$If $$Ifa$`!a!kd$$IfedtVTl\2 (022 P344 laittVp(Ta!c!!!o"$If $$Ifa$o"p"kd$$IfedtVTl\2 (022 P344 laittVp(Tp"r"""#$If $$Ifa$p"##$$%%&&''+),)**I,J,:-;-..@0A0>1?1o2p23344444444445555555l6m6n6o666779 9::;;<<==??@@AABBBBBBBhhuV}<hhuV}OJQJhhuV}5OJQJaJ hhuV}hhuV}OJQJhhuV}OJQJaJL##kd$$IfedtVTl\2 (022 P344 laittVp(T##$ $$$If $$Ifa$$$kd$$IfedtVTl\2 (022 P344 laittVp(T$$'%1%%$If $$Ifa$%%kd"$$IfedtVTl\2 (022 P344 laittVp(T%%$&.&&$If $$Ifa$&&kd$$IfedtVTl\2 (022 P344 laittVp(T&&,'6''$If $$Ifa$''kd0$$IfedtVTl\2 (022 P344 laittVp(T''t(~(+)$If $$Ifa$+),)kd$$IfedtVTl\2 (022 P344 laittVp(T,).))**$If $$Ifa$**kd>$$IfedtVTl\2 (022 P344 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!vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh5>55*5v#v>#v#v*#vv:V l (055545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh55+#v#v+:V l 6,55/ / / / / 22 P3` ittVpT $$IfedtV !vh55+#v#v+:V l 655/  / / / / 22 P3` ittVpT $$IfedtV !vh55+#v#v+:V l ԴԴ655/  / / / / 22 P3` ittVpԴԴT$$IfedtV !vh555*5v#v#v#v*#vv:V l (0,5z5545)9/  / /  / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh55+#v#v+:V l 6,55/ / / / / 22 P3` ittVpT $$IfedtV !vh55+#v#v+:V l 655/  / / / / 22 P3` ittVpT $$IfedtV !vh55+#v#v+:V l ԴԴ655/  / / / / 22 P3` ittVpԴԴT$$IfedtV !vh555*5v#v#v#v*#vv:V l (0,5z5545)9/  / /  / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV !vh555*5v#v#v#v*#vv:V l (05z5545)/  /  / / / 22 P3ittVp(T$$IfedtV 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