Science Living Environment - Bayport-Blue Point School District

360 Pages·2009·12.77 MB·English

BAYPORT-BLUPOEINTUNIONFREESCHOODLISTRICT
BAYPORTN,EWYORK
Boardof Education
JamesS.March
President
CarolA.CinelU
VicePresident
William1. Barry
LisaM.Belz
VirginiaE.Briefs
LeonardCamarda
AndreaM.O’Neill
DeborahPfeiffer
Andrew1.Wittman,Jr.
Superintendentof Schools
RichardW.Curtis
AssistantSuperintendentfor Curriculum.Instruction.
and GeneralAdministration
JoanE.Grazda
AssistantSuperintendentfor Business
DorleeseJ.Stewart
LivingEnvironment )(rev
Summer2001,Summer2002
Writers
DonnaEdgar
DanielGuiffreda
BryanHoran
StevenRoach
Adopted 2002 2003 SchoolYear
The Living Environment
(Regents Biology)
Core Curriculum/Syllabus
Bayport — Blue Point High School
Donna Edgar
Daniel Guiffreda
Bryan Horan
/
Introduction
This document is designed to help prepare the students of Bayport-BluePoint
High Schooldemonstratean understandingb,oth accuratelyand withappropriatdeepth,
the most importantideas aboutour living environment. These understandingasre
outlinedin The Living Environment Core Curriculum (LEEC) as put forth by the NYS
Learning Standardsfor Mathematics, Science, and Technology- Standard 4.
This document addresses the content and skills to be assessed at the
commencementlevel by the LivingEnvironmentRegentsscience examination.This
documenthas beenpreparedwiththeasswnptionthat the content,skillsand vocabulary
words,as outlined in the Learning Standardcfor Mathematics, Science and Technology
atthe elementaryand intermediatelevels,havebeenpreviouslytaught. Studentscience
experiencesingrades9-12mustbuildonthe knowledge,understandingand abilityto do
sciencethat studentshaveacquiredintheirearliergrades.
Thisdocumentis anelaborationof thesciencecontentof theMathematics,
Science, and Technology Learning Standards document and its Key Ideas and
Performance Indicators.Key Ideas are broad, iunngi,f generalstatements of what
studentsneedto know. ThePerformanceIndicatorsforeachKeyIdeaarestatements
of what studentsshouldbe ableto do to provideevidencethat they understandthe Key
Idea. TheMajor Understandings areusedto givemorespecificdetail to theconcepts
underlyingthePerformance Indicators.
Thiscurriculumguide(coursesyllabus)has beendividedinto sevenmajorunits -
each correspondintgo theKeyIdeasof TheLECC.Eachunithas beenoutlinedandhas
been carefullydevelopedto includeall of theKey Ideas,PerformanceIndicators and
Major Understandingsin Standard 4 of the LECC. Each Major Understanding
includesa sectionon Concepts and Content Knowledgewith associatedSuggested
Ennebment Activities.
Inadditionto thecurriculumguide,wehaveincludeda vocabularylist foreach
Key Idea , a LaboratorayndActivitiesSamplerI,nstructionalToolsand a listof pertinent
InterneWt ebSites.
z/ ,
LivingEnvironmentCourseSyllabus
Tableof Contents
I Introduction Page1
II Unit Outlines
UnitI BiologicalHierarchy Pages2-10
Unit2 GeneticContinuity Pages 11-17
Unit3 Evolution Pages18-22
Unit4 ReproductionandDevelopment Pages23-28
Unit5 Homeostasis Pages29-38
Unit6 Ecology Pages39-46
Unit7 HumanImpactson our Biosphere Pages47-53
Appendix
HI Vocabulaiy Words
KeyIdeas
Topic
IV Laband ActivitiesSampler
V InternetWEBSites
VI InstructionalTools
WI NYS-TheLivingEnvironmenCt oreCurnculum(SED)
Keyldeal:
Living things are both similar to and different from each other and from nonliving .things
Living things are similar in that they rely on many of the same processes to stay alive, yet are different in the ways
that these
processes are carried out.
Nonhiving things lack certain features of living organisms, such as the ability to maintain a cellular organization,
carry out metabolic processes while maintaining internal stability (homeostasis), and pass on hereditary
information through reproduction.
In most biological respects, humans are like other living organisms. For instance, they are made
up of cells like
those of other animals, have much the same chemical composition, have organ systems and physical characteristics
like
many others, reproduce in a similar way, carry the same kind of genetic information system, and are part of a
food web.
The components of living systems, from a single cell to an ecosystem, interact to maintain balance. Different
organisms have different regulatory mechanisms that function to maintain the level of organization necessary for
life. Diversity is evident and important at all levels of organization - from a single cell to a multicellular organism
to an ecosystem.
•PAGE •2
PERFORMANCE INDICATOR 1.1
Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
Major Understandings Concepts & Content Knowledge Suggested Enrichment
Activities
1.Ia Populations can be categorized by the • Autotrophs are organisms able to make • Owl pellet lab.
function they serve. Food webs identify the food from inorganic raw materials. Plants
relationships among producers, consumers, are autotrophs. • Draw a food web, and ask students
and decomposers carrying out either to determine
relationships between
autotropic or heterotropic nutrition. • Heterotrophs are organisms unable to organisms.
make food for themselves and must
ingest food to survive. Animals and fungi • Graph (using Microsoft Excel)
are heterotrophs. predator - prey populations over
time.
• Food chains consists of producers,
primary consumers, secondary
consumers, herbivores, carnivores and
decomposers.
• Food webs show the interactions of
several food chains.
• An
energy pyramid can be used to
illustrate the flow of energy through the
various_levels_ofan_ecosystem.
1.lb An ecosystem is shaped by the • An ecosystem is the living community • Plan a field study of a local
nonliving environment as well as its and its nonliving environment, ecosystem.
interacting species. The world contains a
•PAGF
wide diversity of physical conditions, which •
Investigate the abiotic/biotic factors
creates a variety of environments. • A co
mmunity is all the populations that and the population relationships in
live and interact in the same a community.
environment.
Study pond invertebrates such as
• All ecosystems require an incoming hydra and paramecium.
supply of energy and a cycling of matter,
such as carbon and nitrogen. • Have the class determine all the
materials
necessary to set up a
• Ecosystems consist of nonliving (abiotic) terrarium and/or aquarium.
and living (biotic) factors. Abiotic factors
include light, temperature, water, soil, • Have students discuss world
minerals and
oxygen. Biotic factors biomes and create Biome Brochure.
include the interactions
among
organisms.
• Changes in one or more of these factors
can upset the ecosystem.
1.lc In all environments, organisms • The role of a species in an ecosystem is
compete for vital resources. The linked and its niche. Competition results when the
changing interactions of populations and the organism living in the same environment
environment co
mpose the total ecosystem. (habitat) utilize the same limited abiotic
and_biotic_resources.
1.Id The interdependence of organisms in • The number of organisms
any habitat can • Graph human population growth
an established ecosystem often results in support (carrying capacity) is limited by using internet resource.
approximate stability over hundreds and the available amount of resources.
thousands of
years. For example, as one
population increases, it is held in check by • Living organisms have the capacity to
•PAGE .4.
one or more environmental factors or produce populations of unlimited size but •
another species, environments and resources are finite.
I.Ie Ecosystems, like
many other complex • The matter in an ecosystem is usually • Have students create diagrams/flow
systems, tend to show cyclic changes around recycled, charts of the four material cycles.
a state of approximate equilibrium.
• • The ability of
ecosystems to recycle the
remains of dead organisms through the
activities of bacteria and fungi is
necessary to maintain a stable ecosystem.
. • Four important cycles that allow for the
reuse of materials are:
I. Nitrogen cycle
2. Carbon cycle
3. Oxygen cycle
4. Water cycle
1.11 Every population is linked, directly or • Biodiversity is the variety of species in • Design an expe
riment to see the
indirectly, with many others in an an ecosystem. The greater the effects of one population on
ecosystem. Disruptions in the numbers and biodivcersity, the more resistant an another.
types of species and environmental changes ecosystem is to disruption.
can upset ecosystem stability.
•PAG’ .
PERFORMANCE INDICATOR 1.2
Describe and explain the structures and functions of the human body at different organizational levels (e.g.,
systems, tissues, cells, organelles).
Major Understandings Concepts & Content Knowledge Snggested Enrichment Activities
1.2a Important levels of organization for • Levels of organization: • Display charts of various tissues,
structure and function include organdies, • Tissues: Aggregations of similar organs, and
organ systems. Emphasize
cells, tissues, organs, organ systems, and cells, which function together for a similarity of function within tissues and
whole organisms,
specific purpose. Examples include organs and division of labor with
nerve tissue and muscle tissue. systems to maintain homeostasis.
• Organs: units composed of tissues
with related functions: Examples
include stomach, liver and kidney.
• Organ systems: an aggregation of
with related functions.
organs
Examples include digestive system
and circulatory system.
• Organism: the sum total of all its
atoms, cells, tissues, organs and
systems.
I.2b Humans are complex organisms. They • These
organ systems maintain the • Study organ systems through
require multiple systems for digestion, physical and chemical aspects of the dissections of grasshopper, earthworm,
respiration, reproduction, circulation, internal environment within narrow frog and fetal pig.
excretion, movement, coordination, and limits that are favorable for cell
•PACIF •6.
immunity. The systems interact to perform activities. This is homeostasis.
the life functions. .
I.2c The components of the human body,
from
organ systems to cell organelles,
.
interact to maintain a balanced internal
environment. To successfully accomplish
this, organisms possess a diversity of
control mechanisms that detect deviations
and make corrective actions.
1.2d If there is a disruption in
any human • Viruses, bacteria, fungi and other
system, there may be a corresponding parasites may infect plants and
imbalance in homeostasis. animals to interfere with normal life
functions.
1.2e The
organs and systems of the body • Cells are the basic units, of structure • Display charts, models and diagrams of
help to provide all the cells with their basic and function of all living things. typical animal and plant cells. Elicit
needs. The cells of the body are of different similarities and differences.
.
kinds and are grouped in
ways that enhance • Cells are organized entities, possess
‘
how they function together.
organelles which assist in metabolism .
and homeostasis — the maintenance of
a stable internal environment.
1.21 Cells have particular structures that • Some major organelles include • Microscope lab to identify and label the
perform specific jobs. These structures nucleus, mitochondria, cell parts of cheek (animal) cells and
perform the actual work of the cell. Just as membrane, and ribosome. elodealonion (plant) cells
systems are coordinated and work together, ,
cell parts must also be coordinated and • Fundamental differences between
work together. animal and plant cells: .
Animal cells — have centrioles but no
chloroplasts and cell wall.
Plant cells — have cell wall and,
•PAG 7.