• Understand that DNA codes for the complex hierarchical organization of systems that enable life's functions and that growth and division of cells in complex organisms occurs by mitosis, which differentiates specific cell types.

• Recognize that organisms use matter and energy to live and grow, and that organisms interact with the living and nonliving components of the environment to obtain matter and energy. Explain how matter and energy which are necessary for life, are conserved as they move through ecosystems.

• Understand how a complex set of interactions determine how ecosystems respond to disturbances, and how organisms interact in groups to benefit the species.

• Understand how the  characteristics of one generation are dependent upon the genetic information inherited from previous generations, and that variation between individuals results from genetic and environmental factors.

• Understand how evidence of common ancestry and diversity between species can be determined by examining variations including genetic, anatomical and physiological differences, and that genetic variation among organisms affects survival and reproduction.

• Recognize that environment influences survival and reproduction of organisms over multiple generations, and that as humans, we have complex interactions with ecosystems and have the ability to influence biodiversity on the planet.

When Studying Life Science You May Find Students:

• Analyzing and interpreting data on genes; demonstrating how DNA processes are the same in all organisms; developing, communicating, and justifying an explanation of how cells form specialized tissues.

• Using a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Developing an explanation that shows how ecosystems follow the laws of conservation of matter and energy; analyzing how energy flows through trophic levels (food webs); describing how various cycles work  (carbon, nitrogen, phosphorus, and water).

• Using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

• Evaluating claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Unit 1: The Nature of Life

Chapter 1 The Science of Biology: Students are introduced to how science can help society solve problems by exploring the Processes of Science and Engineering Design interactivity and by exploring and designing a hydroponics system in the Case Study and the Problem-Based Learning. In Chapter 2, they explore the Unique Properties of Water interactivity and apply their knowledge to the Redesign and Retest Your Solar Still STEM Project. Students who are working on the Problem-Based Learning activities will apply their knowledge to design a solution to purify water.

Chapter 2 The Chemistry of Life: Students will complete activities and labs such as the Analyzing Data Trace Elements and the Carbon Compounds interactivity, where they will apply chemistry concepts to construct evidence-based explanations of how carbon, hydrogen, and oxygen interact to form other large carbon-based molecules.

Unit 2: Ecology

Chapters 3 Biosphere & 4 Ecosystems: Students will construct explanations and model how matter and energy flow through ecosystems when they explore the Ecological Pyramids interactivity and the Biogeochemical Cycles interactivity. The Problem-Based Learning activities will prepare students to design a solution to reduce the impacts of human activities.

Chapters 5 Populations & 7 Humans and Global Change: Students will complete activities and labs, such as the Argument-Based Inquiry Lab Estimating Population Size 
and the Human Population Growth interactivity, where they will apply analytical concepts to support explanations about factors that affect population sizes and biodiversity. Students working on the Problem-Based Learning activities will explore how an invasive species can affect multiple native populations.

Chapters 6 Communities and Ecosystem Dynamics & 7 Humans and Global Change: Students will complete activities and labs such as the Biodiversity in Ecosystems interactivity, Understanding Global Change
interactivity, and the How Does Acid Affect Shells? quick lab, where they evaluate claims and evidence regarding factors that contribute to ecosystem stability and instability. Students working on the Problem-Based Learning activities will design and evaluate solutions to reduce the impact of an invasive species. 


Unit 3: Cells

Chapter 8: Students will illustrate the hierarchical organization of multicellular organisms and maintaining homeostasis when they explore the Micrographs interactivity and the Comparing Typical Cells interactivity. The Problem-Based Learning activities allow students to explore how algae can be raised for biofuel. 

Chapter 9: Students will complete activities and labs such as the Modeling Lab 
How Do Organisms Capture and Use Energy? and the Stages of Photosynthesis interactivity, during which they will use models to illustrate how photosynthesis transforms light energy into stored chemical energy. Students will also develop models to illustrate the role of photosynthesis and cellular respiration in the carbon cycle. Students who are working on the Problem-Based Learning activities will continue exploring the connections between algae and the cycles of matter and energy. 

Chapters 10 and 11: Students will complete activities and labs such as The Krebs Cycle interactivity and Exploring Mitosis interactivity, where they will use models to illustrate that cellular respiration is a chemical process and illustrate the role of cellular division in producing and maintaining complex organisms. Students who are working on the Problem-Based Learning activities discover factors that will lead to a steady algae population. 

Unit 4: Genetics

Chapter 12 Introduction to Genetics: Introduces students to the concept of genetics, patterns of inheritance, and genetic disorders, which, students discover, is a reason why animals may be genetically modified. In 

Chapter 13 DNA: Students explore DNA and how it is replicated in the production of offspring. Students become familiar with RNA and protein synthesis.

Chapter 14 RNA and Protein Synthesis: and learn how genes are regulated and expressed, an important concept in genetic modification.

Chapters 15 The Human Genome and 16 Biotechnology: Students compare the human genome to genomes of other organisms, explore ethical concerns about DNA testing, and learn about the process of genetic engineering. Upon concluding the unit, students will be able to construct an argument using evidence about the genetic modification of animals.

Unit 5: Evolution

Chapter 17:  Students will construct explanations based on evidence that biological evolution is sup-ported by multiple lines of evidence. Students will reinforce these concepts exploring the Homologous Structures interactivity and the Variation in Peppers Quick Lab.

Chapter 18: Students will complete labs such as the Quick Lab Modeling Genetic Drift 
and the Variation of Expressed Traits Analyze Data activity, in which they will apply probability and statistics concepts to support explanations about how the genetic makeup of a population can change over time given certain selection pressures. 

Chapter 19: Students conduct the Construct a Cladogram Modeling Lab to cement their understanding of how different disciplines intersect to support the theory of evolution. The Problem-Based Learning activities will prepare students to consider many sources of empirical data to under-stand what a fossil from their region indicates about ancient life.

Chapter 20: Students will complete activities and labs such as the Life Changes on Earth 
interactive video, the How Can You Model Half-Life? Quick Lab, and the Fossils Through Geologic Time inter-activity, in which they will learn about the history of Earth and geologic forces to understand how life on Earth came about. Students who are working on the Problem-Based Learning activities will learn what fossils can reveal about ancient life in their area. 

Unit 6: Diversity of Life

Chapters 21 & 22: Students reinforce their understanding of evolution by examining the evolution of animals from sponges to humans. Students get hands-on experience with the Quick Lab How Can Body Symmetry Affect Movement?

Chapter 23: Students under-stand through labs like What Is the Role of Leaves in Transpiration? that plants maintain homeosta-sis. Students also explore how chemical signals in plants affect their growth and cell development by completing activities such as the Plant Hormones and Growth Interactivity. In Chapter 24, students explore what defines an animal with the Animals Interactivity. 

Chapter 24: Students complete the Modeling Lab The Role of Group Behavior to develop an evidence-based argument for how group behavior affects an animal's survival. 


Chapters 25 & 26: Students trace animal development in activities like the Vertebrate Brains Interactivity. 

Chapter 27: Reinforces that human bodies are a group of interacting systems in activities like the Body Temperature Control Interactivity. The Problem-Based Learning activities prepare students to consider how understanding an animal's body systems helps one develop a species recovery plan. 

High School Language Expectations

High School Science Language Expectations