3rd Six Weeks
Unit 9: Genetic Engineering
Bio.3.3 Understand the application of DNA technology.
Bio.3.3.1 Interpret how DNA is used for comparison and identification of organisms.
• Summarize the process of gel electrophoresis as a technique to separate molecules based on size. Students should learn the general steps of gel electrophoresis – using restrictions enzymes to cut DNA into different sized fragments and running those fragments on gels with longer fragments moving slower than faster ones.
• Interpret or “read” a gel.
• Exemplify applications of DNA fingerprinting - identifying individuals; identifying and cataloging endangered species.
Bio.3.3.2 Summarize how transgenic organisms are engineered to benefit society.
•Generalize the applications of transgenic organisms (plants, animals, & bacteria) in agriculture and industry including pharmaceutical applications such as the production of human insulin.
• Summarize the steps in bacterial transformation (insertion of a gene into a bacterial plasmid, getting bacteria to take in the plasmid, selecting the transformed bacteria, and producing the product).
Bio.3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and Human Genome Project).
• Identify the reasons for establishing the Human Genome Project.
• Recognize that the project is useful in determining whether individuals may carry genes for genetic conditions and in developing gene therapy.
• Evaluate some of the science of gene therapy. (e.g. Severe Combined Immunodeficiency and Cystic Fibrosis)
• Critique the ethical issues and implications of genomics and biotechnology (stem cell research, gene therapy and genetically modified organisms)
Bio.3.3.1 Interpret how DNA is used for comparison and identification of organisms.
• Summarize the process of gel electrophoresis as a technique to separate molecules based on size. Students should learn the general steps of gel electrophoresis – using restrictions enzymes to cut DNA into different sized fragments and running those fragments on gels with longer fragments moving slower than faster ones.
• Interpret or “read” a gel.
• Exemplify applications of DNA fingerprinting - identifying individuals; identifying and cataloging endangered species.
Bio.3.3.2 Summarize how transgenic organisms are engineered to benefit society.
•Generalize the applications of transgenic organisms (plants, animals, & bacteria) in agriculture and industry including pharmaceutical applications such as the production of human insulin.
• Summarize the steps in bacterial transformation (insertion of a gene into a bacterial plasmid, getting bacteria to take in the plasmid, selecting the transformed bacteria, and producing the product).
Bio.3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and Human Genome Project).
• Identify the reasons for establishing the Human Genome Project.
• Recognize that the project is useful in determining whether individuals may carry genes for genetic conditions and in developing gene therapy.
• Evaluate some of the science of gene therapy. (e.g. Severe Combined Immunodeficiency and Cystic Fibrosis)
• Critique the ethical issues and implications of genomics and biotechnology (stem cell research, gene therapy and genetically modified organisms)
Unit 10: Evolution
Bio.3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time.
Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.
• Summarize the hypothesized early atmosphere and experiments that suggest how the first “cells” may have evolved and how early conditions affected the type of organism that developed (first anaerobic and prokaryotic, then photosynthetic, then eukaryotic, then multicellular).
• Summarize how fossil evidence informs our understanding of the evolution of species and what can be inferred from this evidence.
• Generalize what biochemical (molecular) similarities tell us about evolution.
• Generalize what shared anatomical structures (homologies) tell us about evolution
Bio.3.4.2 Explain how natural selection influences the changes in species over time.
• Develop a cause and effect model for the process of natural selection:
• Species have the potential to increase in numbers exponentially.
• Populations are genetically variable due to mutations and genetic recombination.
• There is a finite supply of resources required for life.
• Changing environments select for specific genetic phenotypes.
• Those organisms with favorable adaptations survive, reproduce and pass on their alleles.
• The accumulation and change in favored alleles leads to changes in species over time.
• Illustrate the role of geographic isolation in speciation.
Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection
• Develop a cause and effect model for the role of disease agents in natural selection including evolutionary selection of resistance to antibiotics and pesticides in various species, passive/active immunity, antivirals and vaccines.
Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.
• Summarize the hypothesized early atmosphere and experiments that suggest how the first “cells” may have evolved and how early conditions affected the type of organism that developed (first anaerobic and prokaryotic, then photosynthetic, then eukaryotic, then multicellular).
• Summarize how fossil evidence informs our understanding of the evolution of species and what can be inferred from this evidence.
• Generalize what biochemical (molecular) similarities tell us about evolution.
• Generalize what shared anatomical structures (homologies) tell us about evolution
Bio.3.4.2 Explain how natural selection influences the changes in species over time.
• Develop a cause and effect model for the process of natural selection:
• Species have the potential to increase in numbers exponentially.
• Populations are genetically variable due to mutations and genetic recombination.
• There is a finite supply of resources required for life.
• Changing environments select for specific genetic phenotypes.
• Those organisms with favorable adaptations survive, reproduce and pass on their alleles.
• The accumulation and change in favored alleles leads to changes in species over time.
• Illustrate the role of geographic isolation in speciation.
Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection
• Develop a cause and effect model for the role of disease agents in natural selection including evolutionary selection of resistance to antibiotics and pesticides in various species, passive/active immunity, antivirals and vaccines.
unit 11: CLADOGRAMS AND DICHOTOMOUS KEYS
Bio.3.5 Analyze how classification systems are developed upon speciation.
Bio.3.5.1 Explain the historical development and changing nature of classification systems.
• Generalize the changing nature of classification based on new knowledge generated by research on evolutionary relationships and the history of classification system.
Bio.3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees).
• Classify organisms using a dichotomous key.
• Compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history.
Bio.3.5.1 Explain the historical development and changing nature of classification systems.
• Generalize the changing nature of classification based on new knowledge generated by research on evolutionary relationships and the history of classification system.
Bio.3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees).
• Classify organisms using a dichotomous key.
• Compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history.
unit 12: Ecology and human impact
Bio.2.1 Analyze the interdependence of living organisms within their environments.
Bio.2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem.
• Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.
• Summarize the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA.
• Identify factors that influence climate such as:
greenhouse effect (relate to carbon cycle and human impact on atmospheric CO2)
natural environmental processes (relate to volcanic eruption and other geological processes)
• Explain the recycling of matter within ecosystems and the tendency toward a more disorganized state.
• Analyze energy pyramids for direction and efficiency of energy transfer.
Living systems require a continuous input of energy to maintain organization. The input of radiant energy which is converted to chemical energy allows organisms to carry out life processes.
Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.
Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.
• Analyze how various organisms accomplish the following life functions through adaptations within particular environments (example: water or land) and that these adaptations have evolved to ensure survival and reproductive success.
Transport and Excretion – how different organisms get what they need to cells; how they move waste from cells to organs of excretion. Focus is on maintaining balance in pH, salt, and water. Include plants - vascular and nonvascular.
Respiration – how different organisms take in and release gases (carbon dioxide or oxygen, water vapor); cellular respiration
Nutrition – feeding adaptations and how organisms get nutrition (autotrophic and heterotrophic) and how they break down and absorb foods.
Reproduction, Growth and Development – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.
• Analyze behavioral adaptations that help accomplish basic life functions such as suckling, taxes/taxis, migration, estivation, and hibernation, habituation, imprinting, classical conditioning (e.g. Pavlov’s dog–stimulus association), and trial and error learning.
Bio 2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.
• Identify and describe symbiotic relationships such as mutualism and parasitism. (middle school review)
• Exemplify various forms of communication and territorial defense including communication within social structure using pheromones (Examples: bees, ants, termites), courtship dances, territorial defense (Example: fighting fish).
• Explain patterns in predator /prey and competition relationships and how these patterns help maintain stability within an ecosystem with a focus on population dynamics.
Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).
• Generalizing that although some populations have the capacity for exponential growth, there are limited resources that create specific carrying capacities and population sizes are in a dynamic equilibrium with these factors. (e.g. food availability, climate, water, territory).
• Interpret various types of population graphs – human population growth graphs indicating historical and potential changes, factors influencing birth rates and death rates, and effects of population size, density and resource use on the environment.
• Explain how disease can disrupt ecosystem balance. (Examples: AIDS, influenza, tuberculosis, Dutch Elm Disease, Pfiesteria, etc.)
Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.
• Summarize how humans modify ecosystems through population growth, technology, consumption of resources and production of waste.
• Interpret data regarding the historical and predicted impact on ecosystems and global climate.
• Explain factors that impact North Carolina ecosystems. (Examples: acid rain effects in mountains, beach erosion, urban development in the Piedmont leading to habitat destruction and water runoff, waste lagoons on hog farms, Kudzu as an invasive plant, etc.).
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
• Explain the impact of humans on natural resources (e.g. resource depletion, deforestation, pesticide use and bioaccumulation )
• Exemplify conservation methods and stewardship.
Bio.2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem.
• Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.
• Summarize the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA.
• Identify factors that influence climate such as:
greenhouse effect (relate to carbon cycle and human impact on atmospheric CO2)
natural environmental processes (relate to volcanic eruption and other geological processes)
• Explain the recycling of matter within ecosystems and the tendency toward a more disorganized state.
• Analyze energy pyramids for direction and efficiency of energy transfer.
Living systems require a continuous input of energy to maintain organization. The input of radiant energy which is converted to chemical energy allows organisms to carry out life processes.
Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.
Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.
• Analyze how various organisms accomplish the following life functions through adaptations within particular environments (example: water or land) and that these adaptations have evolved to ensure survival and reproductive success.
Transport and Excretion – how different organisms get what they need to cells; how they move waste from cells to organs of excretion. Focus is on maintaining balance in pH, salt, and water. Include plants - vascular and nonvascular.
Respiration – how different organisms take in and release gases (carbon dioxide or oxygen, water vapor); cellular respiration
Nutrition – feeding adaptations and how organisms get nutrition (autotrophic and heterotrophic) and how they break down and absorb foods.
Reproduction, Growth and Development – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.
• Analyze behavioral adaptations that help accomplish basic life functions such as suckling, taxes/taxis, migration, estivation, and hibernation, habituation, imprinting, classical conditioning (e.g. Pavlov’s dog–stimulus association), and trial and error learning.
Bio 2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.
• Identify and describe symbiotic relationships such as mutualism and parasitism. (middle school review)
• Exemplify various forms of communication and territorial defense including communication within social structure using pheromones (Examples: bees, ants, termites), courtship dances, territorial defense (Example: fighting fish).
• Explain patterns in predator /prey and competition relationships and how these patterns help maintain stability within an ecosystem with a focus on population dynamics.
Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).
• Generalizing that although some populations have the capacity for exponential growth, there are limited resources that create specific carrying capacities and population sizes are in a dynamic equilibrium with these factors. (e.g. food availability, climate, water, territory).
• Interpret various types of population graphs – human population growth graphs indicating historical and potential changes, factors influencing birth rates and death rates, and effects of population size, density and resource use on the environment.
• Explain how disease can disrupt ecosystem balance. (Examples: AIDS, influenza, tuberculosis, Dutch Elm Disease, Pfiesteria, etc.)
Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.
• Summarize how humans modify ecosystems through population growth, technology, consumption of resources and production of waste.
• Interpret data regarding the historical and predicted impact on ecosystems and global climate.
• Explain factors that impact North Carolina ecosystems. (Examples: acid rain effects in mountains, beach erosion, urban development in the Piedmont leading to habitat destruction and water runoff, waste lagoons on hog farms, Kudzu as an invasive plant, etc.).
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
• Explain the impact of humans on natural resources (e.g. resource depletion, deforestation, pesticide use and bioaccumulation )
• Exemplify conservation methods and stewardship.