The Science of Biology
Miller & Levine Unit 1: The Nature of Life
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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 Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
Chapter 1: The Science of Biology
HS-ESS3-4: Reducing Human Impact Design Solutions
HS-ESS3-4: Reducing Human Impact Design Solutions
Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
Boundary Statement: none
Chapter 2: Chemistry of life
HS-LS1-6: Formation of Carbon-Based Molecules
HS-LS1-6: Formation of Carbon-Based Molecules
Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.
Boundary Statement: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.
Crosscutting Concepts appear throughout this unit in scales that are both micro and macro. Following is an overview of how the major crosscutting concepts for The Nature of Life are woven throughout the unit.
Scale, Proportion, and Quantity - Students recognize that biology involves the study of life at many scales, ranging from the sub-cellular level to the global level, and that as the scale increases, so can the complexity and quantity of interactions among the components. Students also discover the metric system and its advantages for measuring life at all scales.
Patterns - Students discover that although life takes many different forms, all living things are fundamentally similar at the molecular level. They begin to note patterns and connections across all levels of organization.
Cause and Effect - Students are introduced to the idea that everything that happens in an organism is based on chemical reactions. These reactions involve changes in the chemical bonds that join atoms. The reactions can release or absorb energy, each of which has a con-sequent effect on the body.
Energy and Matter - Students explore the basic unit of matter, the atom, and how, through the energy of chemical bonds, atoms form molecules. They will examine the properties of water and carbon molecules: the com-ponents of all living things. Students discover how everything that happens in an organism is based on chemical reactions, which either release or absorb energy when chemical bonds are formed or broken.
Anchor Phenomenon
DRIVING QUESTION: How can you make fresh water from salt water?
Anchor: Solving Local and Global Water Scarcity
Students will be introduced to solar stills and will learn as they watch the video about the importance of fresh water. During the launch of the unit problem, students will brainstorm for ways to modify the design of the still to improve its efficiency to make it more cost-effective or to create their own method for desalination.
Chapter 1 - Students will learn how to use the process of science to create an effective design that will improve solar stills or to develop a new method for desalination. They will also learn how to improve their communication techniques to adequately pre-sent their solutions.
Chapter 2 - Students will learn the difference between solutions and suspensions and solutes and solvents, which is information they can apply directly to designing a more efficient solar still.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
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Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Here are several local Colorado phenomena that can help address the nature of life in your high school biology curriculum:
Rocky Mountain Elk Migration: Explore the seasonal migration patterns of elk, focusing on their behaviors, adaptations, and the ecological impact on their environment.
Pine Beetle Infestation: Study the impact of pine beetles on Colorado's forests, including the life cycle of the beetles and the response of the forest ecosystem.
Alpine Tundra Ecosystems: Investigate the unique adaptations of plants and animals in the alpine tundra regions of Colorado, such as in Rocky Mountain National Park.
Colorado River Basin: Examine the biodiversity within the Colorado River Basin, including the interdependence of species and the effects of water use and conservation.
Wildfire Regeneration: Analyze the process of ecological succession and regeneration following wildfires, which are common in Colorado's forests.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
To help you connect your biology students with careers in "The Nature of Life" within Colorado, consider these options:
Universities and Research Institutions: University of Colorado Boulder and Colorado State University have strong biology and environmental science departments. Reach out for guest speakers or lab visits.
Non-profit Organizations: The Nature Conservancy in Colorado: Offers programs and internships related to conservation biology.
Wildlands Restoration Volunteers: Provides opportunities for students to engage in real-world conservation projects.
Government Agencies: Colorado Parks and Wildlife: Opportunities in wildlife biology and conservation.
Local Businesses:
Denver Botanic Gardens: and other local botanical gardens or arboretums often have educational programs and partnerships.
Science Centers and Museums: Denver Museum of Nature & Science: Provides educational programs and career days related to natural sciences.
Connecting with these organizations can provide students with insights into practical applications of their biology studies.
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