Standard 1: Transfer/ Cycling of Matter Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem. Learning Targets Assessment Vocabulary Activities / Labs
a. Describe how energy flows through trophic levels Trophic Levels
Carnivore Herbivore Omnivore Producer
b. Interpret the 10% Rule as it applies to trophic Energy Pyramid
levels 10% Rule
c. Predict outcomes of changes to ecosystems Ecosystem
(e.g., adding fertilizer, drought, removal of a Eutrophication keystone species, introduction of an invasive species)
d. Distinguish between matter and energy Matter
Energy Flow Cycle
e. Describe how matter is cycled and energy is lost Biogeochemical
through life processes
f. Describe how water cycling interacts to drive the Nitrification
cycling of nitrogen and phosphorus Nitrogen Fixation Transpiration Percolation
g. Describe how life processes impact the cycling of Photosynthesis
carbon on the planet. Cellular respiration Glucose
h. Describe how the carbon cycle is impacted by Carbon Cycle
humans. Sarah B. Standard 2: Population Ecology The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem. Learning Targets Assessmen Vocabulary Activities / Labs t Question
a. Analyze and interpret data about the impact of
removing keystone species from an ecosystem or introducing non-native species into an ecosystem
b. Evaluate the ecological impacts of human dietary Energy Pyramid
choices Sustainability
c. Evaluate communities in terms of primary and
secondary succession as they progress over time
d. Evaluate data and assumptions regarding different
scenarios for future human population growth and their projected consequences
e. Investigate ecosystem interactions, including
predator-prey, symbioses, competition, etc.
f. Explain how abiotic and biotic factors affect
carrying capacity of ecosystems at different scales.
g. Analyze evidence about factors affecting
biodiversity and populations in ecosystems of different scales.
f. Evaluate claims, evidence, and reasoning that Succession
the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. g. Evaluate the impacts of human activities on the environment and design a solution to reduce those impacts.
h. Analyze and interpret data regarding population
growth curves. Standard 3: Biomolecules / Biochemistry Cellular metabolic activities are carried out by biomolecules produced by organisms
a. Identify the 4 basic biomolecules and their Carbohydrate
functions in living systems Protein Lipid Nucleic acid
b. Identify the precursors/building blocks using direct and Monosaccharide
indirect evidence of the biomolecule. Amino acids Glycerol Fatty acid Nucleotide
c. Develop, communicate, and justify an evidence-based C-bond
explanation that biomolecules follow the same rules of Macromolecule ATP energy chemistry as any other molecule.
d. Determine and justify the optimal conditions for enzyme Enyyme
activity. Substrate Active site pH & temperature vs. Enzyme graph
e. Describe the consequences of altering the conditions Feedback loop
inside an organism (such as altered blood pH or high fever) to suboptimal conditions for an enzyme on enzyme function
f. Interpret data on the body's utilization of carbohydrates, Chemical bond
lipids, and proteins ATP energy
g. Describe how C, H, and O from carbohydrates may Transcription
combine with other elements to form amino acids and/or Translation Cellular Respiration other macromolecules Photosynthesis Polymerization Standard 4: Photosynthesis / Cellular Respiration The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.
a. Determine and justify the optimal environment for Photosynthesis
photosynthetic activity Solar energy Chlorophyll
b. Describe how autotrophic and heterotrophic life Autotroph
processes interact in the carbon cycle. Heterotroph Photosynthesis Carbon Cycle
c. Describe how cellular respiration gradually ATP energy
breaks the bonds in carbon compounds so cells Glycolysis Energy Transfer may store the released carbon-bond energy in the bonds of ATP
d. Develop a model to show how photosynthesis Carbon cycle
and cellular respiration impact the cycling of Photosynthesis Cellular Respiration carbon in the ecosystem
e. Describe how photosynthesis transforms light UV light
energy into stored chemical energy. Chemical energy
f. Describe how ATP is used by the cell ATP
Sarah B. Standard 5: Cell Transport Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
a. Analyze and interpret data to determine the Diffusion
Concentration energy requirements and/or rates of substance gradient transport across cell membranes
b. Compare organisms that live in freshwater and Osmosis
marine environments, and identify the challenges of osmotic regulation for these organisms
c. Diagram the cell membrane schematically, and Receptor protein
Bi-lipid layer highlight receptor proteins as targets of hormones, neurotransmitters, or drugs that serve as active links between intra and extracellular environments
d. Use tools to gather, view, analyze, and interpret Passive transport
Active transport data produced during scientific investigations that involve passive and active transport
e. Use computer simulations and models to analyze Bi-lipid layer
Protein Pump cell transport mechanisms Sarah C. Standard 6: Homeostasis Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments
organization and interaction of cells, tissues, Tissues Organs organs, and organ systems Organ systems Standard 7: Gene to Protein Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins
a. Interpret data that genes are expressed portions Gene
of DNA. DNA
b. Describe the structure of DNA Backbone
Codon Nitrogen Base
c. Describe how the structure of DNA allows it to DNA replication
accurately undergo the process of DNA replication
d. Describe the process of transcribing and Transcription
translating a gene into the protein for which it Translation codes.
e. Describe how we know DNA is processed in the GMOs
same way by all organisms
f. Describe the process of gene regulation. Gene regulation
Regulatory Protein
g. Describe how proteins mediate the effect of Regulatory region
genes on physical and behavioral traits in an Postive transcription organism factor Negative transcription factor
h. Interpret data in support of the claim that genetic Cancer
mutations and cancer are brought about by Mutagen exposure to environmental toxins, radiation, or Carcinogen smoking. i. Explain, using examples, how genetic mutations Silent mutation can benefit, harm, or have neutral effects on an Point mutation organism Frameshift mutation
j. Calculate how the meiotic processes of Independent
independent assortment of chromosomes, assortment crossing over, and mutations make it statistically Crossing over unlikely that offspring could be clones of their Meiosis parents or siblings.
k. Describe the role of proteins, which carry out the
essential functions of life, through systems of specialized cells. Standard 8: Cellular Organization Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.
a. Describe how gene regulation allows for cell Gene regulation
differentiation and development in a multicellular Cell Differentiation organism
a. Describe how cells in multicellular creatures Gene regulation
Coding region express some genes but not others in specialized Switches tissues
b. Interpret data that show most eukaryotic Non-coding DNA
deoxyribonucleic acid (DNA) does not actively code for proteins within cells
c. Describe how a whole organism can be cloned Stem cell
Differentiation from a differentiated cell. Potency Sarah C. Standard 9: Evolution Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment.
a. Explain how the diversity of life on Earth evolved Common
from a common ancestor ancestor
b. Analyze multiple forms of evidence supporting Comparative
the claim that all species are related by common anatomy Biogeography ancestry (e.g molecular studies, comparative Fossil record anatomy, biogeography, fossil record, and Embryology embryology) DNA Molecular studies
c. Analyze data for how speciation occurs over Gradualism
geologic time, (e.g. discrete bursts of rapid Punctuated equilibrium genetic changes and gradual changes) Speciation
d. Interpret data on how evolution can be driven by Natural selection
natural selection
e. Construct a phylogenetic tree showing how a Phylogenetic tree
group of organisms are descended from a Common ancestor common ancestor
f. Identify evidence for each of Darwins Four
Postulates of evolution: (1) organisms have differing genetic traits, (2) some of those traits are heritable, (3) more organisms are born than survive, and (4) survival and reproduction are not random so some traits increase/decrease in the next generation g. Explain how natural selection leads to adaptation Adaptation of populations
h. Predict the outcome of changes in environmental Extinction
conditions in terms of speciation and extinction Mass extinction