The Science of Biology
Miller & Levine Unit 6: Diversity of Life
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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.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
Chapters 21, 22 & 24: Animal Diversity
HS-LS2-8: Social Interactions and Group Behavior
HS-LS2-8: Social Interactions and Group Behavior
Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.
Boundary Statement: none
HS-LS3-2: Inheritable Genetic Variation
HS-LS3-2: Inheritable Genetic Variation
Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.
Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.
HS-LS4-1: Evidence of Common Ancestry and Diversity
HS-LS4-1: Evidence of Common Ancestry and Diversity
Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.
Boundary Statement: none
HS-LS4-2: Four Factors of Natural Selection
HS-LS4-2: Four Factors of Natural Selection
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (Cause and Effect)
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (Cause and Effect)
Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.
Boundary Statement: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.
Chapters 23, 25, 26 & 27: Animal Systems / The Human Body
HS-LS1-2: Interacting Body Systems
HS-LS1-2: Interacting Body Systems
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
HS-LS1-3: Feedback Mechanisms and Homeostasis
HS-LS1-3: Feedback Mechanisms and Homeostasis
Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Boundary Statement: Assessment does not include the cellular processes involved in the feedback mechanism.
HS-LS1-5: Photosynthesis and Energy Transformation
HS-LS1-5: Photosynthesis and Energy Transformation
Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models
Boundary Statement: Assessment does not include specific biochemical steps.
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 Diversity of Life are woven throughout the unit.
Cause and Effect - Students explore mechanisms, adaptations, and behaviors that affect how organisms adapt and survive. These include mechanisms that maintain homeostasis in organisms as well as in ecosystems.
Systems and System Models - Students explore the systems within organisms that contribute to maintaining homeostasis. Stability and Change Homeostasis is a running theme of this unit. The body systems of multicellular organisms are con-stantly working to ensure internal stability despite changes in the environment.
Structure and Function - Students understand that all living things share common characteristics, but that the characteristics that are not shared are what distinguish one species from another. Students also trace the evolution of the structure and function of body parts and systems, and they see how these interact to maintain homeostasis within an organism.
Anchor Phenomenon
DRIVING QUESTION: How can you develop a species recovery plan?
Anchor: Recovery Plans for Endangered Species
Students will investigate how recovery plans can save endangered species from becoming extinct. As students begin the unit, the video shows how and why gray wolves were reintroduced to Yellowstone National Park. During the launch of the unit problem, students research and evaluate evidence as they consider how human activities have caused some species to become endangered and nearly extinct and how a recovery plan can help reverse this threat. As students learn about the diversity of life in this unit, they also learn that there are similarities between seemingly different organ-isms.
Chapter 21 - Students are introduced to viruses, prokaryotes, protists, and fungi.
Chapters 22 & 23 - Students explore plant structure and learn how plants function.
Chapter 24 - Presents a discussion of animal evolution and diversity.
Chapters 25 & 26 - Students learn about animal systems in
Chapter 27 - Students learn about the human body in. Upon concluding the unit, students will have a fuller understanding of plant and animal systems and will be better equipped to understand the threats human activities can pose to both kingdoms. This understanding gives students the background they need to complete the recovery plan project.
Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Exploring local Colorado phenomena can provide engaging, real-world examples for teaching the Diversity of Life. Here are some ideas:
Colorado's Biomes: Investigate the various biomes in Colorado, such as alpine tundra, grasslands, and forests. Discuss the unique plant and animal species adapted to each biome.
Colorado River Ecosystem: Examine the biodiversity within the Colorado River and its surrounding habitats. Focus on species interactions and adaptations to aquatic environments.
Rocky Mountain National Park: Study the diverse ecosystems within the park, including montane, subalpine, and alpine zones. Highlight species like the elk, pika, and various conifers.
Endangered Species: Investigate local endangered species such as the Colorado Greenback Cutthroat Trout or the Canada Lynx, discussing conservation efforts and habitat requirements.
Great Sand Dunes National Park: Explore the unique life forms that thrive in this high-elevation desert, focusing on adaptations to extreme conditions.
These phenomena offer a lens into the diversity of life in Colorado, providing students with concrete examples of ecological concepts and biodiversity.
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.
Here are some Colorado-based career connections in the field of Diversity of Life that might be useful for your high school biology students:
Denver Botanic Gardens: Offers educational programs and internships focused on plant diversity and conservation.
Denver Zoo: Provides opportunities for students to learn about animal diversity and conservation efforts.
University of Colorado Boulder: The Ecology and Evolutionary Biology department offers tours and workshops that can give students insight into research and careers in biodiversity.
Butterfly Pavilion in Westminster: Focuses on invertebrate conservation and offers educational programs and volunteer opportunities.
Rocky Mountain Biological Laboratory: Offers field courses and research opportunities in ecology and biodiversity.
These organizations can provide valuable insights and experiences related to the diversity of life.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
PASCO
St Vrain Science Center
Simulations
SAVVAS
GIZMOS
Gizmos Miller and Levine Correlated Simulations
Nearpod Lessons / Activities / Videos
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