Washington science alignment_december 2010_hs update

Connections
Connections
Connections
Washington Curriculum Correlation
Academy 6
Academy 7
Academy 8
EALR 1: Systems
Inputs, Outputs, Boundaries, and Flows
Any system may be thought of as containing subsystems and as being a subsystem • Given a system, identify subsystems and a larger encompassing system (e.g., the heart is a system made up of tissues and cells, and is part of the larger circulatory 6B.03.01, 6B.03.02, 7A.03.08, 7B.Unit 1, 8A.02.06,8A.03.01, The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the • Explain how the boundaries of a system can be drawn to fit the purpose of the study 6A.01.01, 6B.02.05, (e.g., to study how insect populations change, a system might be a forest, a meadow 6B.03.01, 6B.03.02, 7A.03.08, 7B.Unit 1, 8A.02.06,8A.03.01, in the forest, or a single tree). The output of one system can become the input of another system. • Give an example of how output of matter or energy from a system can become 6B.05.03, 6B.05.05, 7A.03.08, 7B.Unit 1, 8A.02.06,8A.03.01, input for another system (e.g., household waste goes to a landfill).
In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system, but matter stays within the system.
6B.05.03, 6B.05.05, 7A.03.08, 7B.Unit 1, 8A.02.06,8A.03.01, • Given a description of a system, analyze and defend whether it is open or closed.
If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change; but if the input is more or less than the output, then the amount of matter or energy in the system will change.
• Measure the flow of matter into and out of an open system and predict how the system is likely to change (e.g., a bottle of water with a hole in the bottom, an 6B.05.03, 6B.05.05, 7A.03.08, 7B.Unit 1, 8A.02.06,8A.03.01, The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The Units of investigation can be referred to as “systems.”• Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, 6A.01.01, 6A.01.02, highlighting how changes in one part of the system are likely to influence other parts 6A.04.10, 6A.05.01 EALR 2: Inquiry
Questioning and Investigating
Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world. 6A.01.01, 6A.01.02, 7A.01.03, 7A.01.04, 8A.01.04, 8A.01.05, • Generate a question that can be answered through scientific investigation. This may 6A.01.03, 6A.01.04, 7A.01.05, 7A.01.06, 8A.01.06, 8A.01.07, involve refining or refocusing a broad and ill-defined question. Different kinds of questions suggest different kinds of scientific investigations. 6A.01.05, 6A.02.03, 6A.03.04, 6A.03.08, 6A.04.04, 6A.04.05, 6A.05.04, 6B.01.06, 7A.01.01, 7A.01.02, 8A.01.03, 8A.01.03, • Plan and conduct a scientific investigation (e.g., field study, systematic observation, 6B.02.07, controlled experiment, model, or simulation) that is appropriate for the question being 6B.03.03,6B.04.06, 6A.01.05, 6A.02.03, 6A.03.04, 6A.03.08, 6A.04.04, 6A.04.05, 6A.05.04, 6B.01.06, 7A.01.01, 7A.01.02, 8A.01.03, 8A.01.03, 6B.02.07, • Propose a hypothesis, give a reason for the hypothesis, and explain how the planned investigation will test the hypothesis.
6A.01.05, 6A.02.03, 6A.03.04, 6A.03.08, 6A.04.04, 6A.04.05, 6A.05.04, 6B.01.06, 7A.01.01, 7A.01.02, 8A.01.03, 8A.01.03, 6B.02.07, • Work collaboratively with other students to carry out the investigations. Collecting, analyzing, and displaying data are essential aspects of all investigations. 6A.01.06, 6A.01.08, 6A.01.05, 6A.02.03, 6A.03.04, 6A.03.08, 6A.04.04, 6A.04.05, 6A.05.04, 6B.01.06, 7A.01.01, 7A.01.02, 8A.01.03, 8A.01.03, 6B.02.07, • Communicate results using pictures, tables, charts, diagrams, graphic displays, and text that are clear, accurate, and informative. 6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6B.02.07, • Recognize and interpret patterns – as well as variations from previously learned or 6B.03.03,6B.04.06, observed patterns – in data, diagrams, symbols, and words.
6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6B.02.07, • Use statistical procedures (e.g., median, mean, or mode) to analyze data and make 6B.03.03,6B.04.06, For an experiment to be valid, all (controlled) variables must be kept the same whenever possible, except for the manipulated (independent) variable being tested and the responding (dependent) variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for.
6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, • Plan and conduct a controlled experiment to test a hypothesis about a relationship 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, between two variables. Determine which variables should be kept the same 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, (controlled), which (independent) variable should be systematically manipulated, and 6B.02.07, which responding (dependent) variable is to be measured and recorded. Report any 6B.03.03,6B.04.06, variables not controlled and explain how they might affect results.
Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have 6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, • Create a model or simulation to represent the behavior of objects, events, systems, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, or processes. Use the model to explore the relationship between two variables and point out how the model or simulation is similar to or different from the actual It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results.
6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, • Generate a scientific conclusion from an investigation using inferential logic, and clearly distinguish between results (e.g., evidence) and conclusions (e.g., 8A.01.01, 8A.01.02, 8A.01.03, 8A.01.03, 8A.01.04, 8A.01.05, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 7A.05.02, 7B.01.09, 8B.01.09, 8B.02.04, • Describe the differences between an objective summary of the findings and an Scientific reports should enable another investigator to repeat the study to check the • Prepare a written report of an investigation by clearly describing the question being investigated, what was done, and an objective summary of results. The report should 6A.01.01, 6A.01.02, 7A.05.02, 7B.01.09, provide evidence to accept or reject the hypothesis, explain the relationship between 6A.04.10, 6A.05.01 two or more variables, and identify limitations of the investigation.
Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists' explanations, and evaluating one’s own thinking in response to the ideas of others are abilities of 8A.01.01, 8A.01.02, 8A.01.03, 8A.01.03, 8A.01.04, 8A.01.05, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6A.01.01, 6A.01.02, 7A.05.02, 7B.01.09, 8B.01.09, 8B.02.04, • Recognize flaws in scientific claims, such as uncontrolled variables, overgeneralizations from limited data, and experimenter bias.
8A.01.01, 8A.01.02, 8A.01.03, 8A.01.03, 8A.01.04, 8A.01.05, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6A.01.01, 6A.01.02, 7A.05.02, 7B.01.09, 8B.01.09, 8B.02.04, • Listen actively and respectfully to research reports by other students. Critique their 6A.04.10, 6A.05.01 presentations respectfully, using logical argument and evidence. • Engage in reflection and self-evaluation.
Scientists and engineers have ethical codes governing animal experiments, research in natural ecosystems, and studies that involve human subjects. • Demonstrate ethical concerns and precautions in response to scenarios of scientific investigations involving animal experiments, research in natural ecosystems, and studies that involve human subjects.
EALR 3: Application
Science, Technology, and Problem Solving
People have always used technology to solve problems. Advances in human civilization are linked to advances in technology.
To be addressed by To be addressed by teachers and/or • Describe how a technology has changed over time in response to societal Scientists and technological designers (including engineers) have different goals. Scientists answer questions about the natural world; technological designers solve problems that help people reach their goals.
• Investigate several professions in which an understanding of science and technology is required. Explain why that understanding is necessary for success in Science and technology are interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods. • Give examples to illustrate how scientists have helped solve technological problems (e.g., how the science of biology has helped sustain fisheries) and how engineers have aided science (e.g., designing telescopes to discover distant The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions.
• Define a problem that can be solved by technological design and identify criteria for success.
• Research how others solved similar problems Scientists and engineers often work together to generate creative solutions to problems and decide which ones are most promising.
8A.01.01, 8A.01.02, 8A.01.03, 8A.01.03, 8A.01.04, 8A.01.05, 8A.01.06, 8A.01.07, 8A.02.02, 8A.03.09, 8A.04.04, 8B.01.05, 8B.01.09, 8B.02.04, • Collaborate with other students to generate creative solutions to a problem, and apply methods for making trade-offs to choose the best solution.
Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the best solution must be communicated 6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6B.02.07, • Test the best solution by building a model or other representation and using it with 6B.03.03,6B.04.06, the intended audience. Redesign as necessary.
6A.03.04, 6A.03.08, 7A.01.01, 7A.01.02, 8A.01.06, 8A.01.07, 6A.04.04, 6A.04.05, 7A.01.03, 7A.01.04, 8A.02.02, 8A.03.09, 6A.05.04, 6B.01.06, 7A.01.05, 7A.02.07, 8A.04.04, 8B.01.05, 6B.02.07, • Present the recommended design using models or drawings and an engaging The benefits of science and technology are not available to all the people in the To be addressed by To be addressed by teachers and/or • Contrast the benefits of science and technology enjoyed by people in industrialized LiveLesson® People in all cultures have made and continue to make contributions to society • Describe scientific or technological contributions to society by people in various EALR 4: Physical Science
Balanced and Unbalanced Forces
Average speed is defined as the distance traveled in a given period of time.
• Measure the distance an object travels in a given interval of time and calculate the object’s average speed, using S = d/t. (e.g., a battery-powered toy car travels 20 meters in 5 seconds, so its average speed is 4 meters per second).
• Illustrate the motion of an object using a graph, or infer the motion of an object from a graph of the object’s position vs. time or speed vs. time.
Friction is a force that can help objects start moving, stop moving, slow down or can change the direction of the object’s motion. • Demonstrate and explain the frictional force acting on an object with the use of a 6A.03.02, 6A.03.03, 7B.05.01, 7B.05.02, 8B.03.04, 8B.03.05, Unbalanced forces will cause changes in the speed or direction of an object's motion. The motion of an object will stay the same when forces are balanced.
• Determine whether forces on an object are balanced or unbalanced and justify with 6A.03.01, 6A.03.02, 7B.05.01, 7B.05.02, 8B.03.4 8B.03.05, observational evidence.
6A.03.01, 6A.03.02, 7B.05.01, 7B.05.02, 8B.03.04, 8B.03.05, • Given a description of forces on an object, predict the object’s motion.
The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass.
• Given two different masses that receive the same unbalanced force, predict which Atoms and Molecules
Substances have characteristic intrinsic properties such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.
• Use characteristic intrinsic properties such as density, boiling point, and melting point to identify an unknown substance.
Mixtures are combinations of substances whose chemical properties are preserved. Compounds are substances that are chemically formed and have different physical and chemical properties from the reacting substances.
• Separate a mixture using differences in properties (e.g., solubility, size, magnetic attraction) of the substances used to make the mixture. • Demonstrate that the properties of a compound are different from the properties of All matter is made of atoms. Matter made of only one type of atom is called an element. • Explain that all matter is made of atoms, and give examples of common elements—substances composed of just one kind of atom. Compounds are composed of two or more kinds of atoms, which are bound together in well-defined molecules or crystals.
• Demonstrate with a labeled diagram and explain the relationship among atoms, Solids, liquids, and gases differ in the motion of individual particles. In solids, particles are packed in a nearly rigid structure; in liquids, particles move around one another; and in gases, particles move almost independently.
• Describe how solids, liquids, and gases behave when put into a container (e.g., a gas fills the entire volume of the container). Relate these properties to the relative movement of the particles in the three states of matter.
When substances within a closed system interact, the total mass of the system remains the same. This concept, called conservation of mass, applies to all physical • Apply the concept of conservation of mass to correctly predict changes in mass before and after chemical reactions, including reactions that occur in closed containers, and reactions that occur in open containers where a gas is given off.
Interactions of Energy and Matter
Energy exists in many forms which include: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another.
• List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and 8B.03.12, 8B.03.13, 8B.03.14, 8B.02.11,8B.02.12, • Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical to electrical energy in a battery, 6A.03.05.6A.03.07, electrical to light energy in a bulb).
Heat (thermal energy) flows from warmer to cooler objects until both reach the same temperature. Conduction, radiation, and convection, or mechanical mixing, are • Use everyday examples of conduction, radiation, and convection, or mechanical mixing, to illustrate the transfer of energy from warmer objects to cooler ones until the Heat (thermal energy) consists of random motion and the vibrations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion. Thermal insulators are materials that resist the flow of heat.
• Explain how various types of insulation slow transfer of heat energy based on the atomic-molecular model of heat (thermal energy).
Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye.
• Describe how to demonstrate that visible light from the Sun is made up of different colors.
• Draw and label a diagram showing that for an object to be seen, light must come directly from the object or from an external source reflected from the object, and enter the eye. Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to • Illustrate the transformations of energy in an electric circuit when heat, light, and sound are produced. Describe the transformation of energy in a battery within an 6A.04.03, 6A.04.04, 7B.05.05, 7B.05.06, 8B.04.03, 8B.04.04, Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. • Contrast a light wave with a sound wave by identifying that both have characteristic wavelengths, but light waves can travel through a vacuum while sound waves • Explain that sound is caused by a vibrating object.
EALR 4: Earth and Space Science
The Solar System
The Moon’s monthly cycle of phases can be explained by its changing relative position as it orbits Earth. An eclipse of the Moon occurs when the Moon enters Earth’s shadow. An eclipse of the Sun occurs when the Moon is between the Earth and Sun, and the Moon’s shadow falls on the Earth. • Use a physical model or diagram to explain how the Moon’s changing position in its orbit results in the changing phases of the Moon as observed from Earth. • Explain how the cause of an eclipse of the Moon is different from the cause of the Moon’s phases.
Earth is the third planet from the sun in a system that includes the Moon, the Sun, seven other major planets and their moons, and smaller objects such as asteroids, plutoids, dwarf planets and comets. These bodies differ in many characteristics (e.g., size, composition, relative position).
• Compare the relative sizes and distances of the Sun, Moon, Earth, other major planets, moons, asteroids, plutoids, and comets.
Most objects in the Solar System are in regular and predictable motion. These motions explain such phenomena as the day, the year, phases of the Moon, and • Use a simple physical model or labeled drawing of the Earth-Sun-Moon system to explain day and night, phases of the Moon, and eclipses of the Moon and Sun.
Gravity is the force that keeps planets in orbit around the Sun and governs the rest of the motion in the Solar System. Gravity alone holds us to the Earth’s surface.
• Predict what would happen to an orbiting object if gravity were increased, Our Sun is one of hundreds of billions of stars in the Milky Way galaxy. Many of these stars have planets orbiting around them. The Milky Way galaxy is one of hundreds of billions of galaxies in the universe.
• Construct a physical model or diagram showing Earth’s position in the Solar System, the Solar System’s position in the Milky Way, and the Milky Way among Cycles in Earth Systems
The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.
To be addressed by teachers and/or LiveLesson® • Describe the composition and properties of the troposphere and stratosphere.
The Sun is the major source of energy for phenomena on Earth’s surface, such as winds, ocean currents, and the water cycle.
• Connect the uneven heating of Earth’s surface by the Sun to global wind and ocean 6B.01.02, 6B.01.04, session.
To be addressed by teachers and/or LiveLesson® • Describe the role of the Sun in the water cycle.
In the water cycle, water evaporates from Earth’s surface, rises and cools, condenses to form clouds and falls as rain or snow and collects in bodies of water. • Describe the water cycle and give local examples of where parts of the water cycle can be seen. Water is a solvent. As it passes through the water cycle, it dissolves minerals and gases and carries them to the oceans.
• Distinguish between bodies of saltwater and fresh water and explain how saltwater became salty.
The solid Earth is composed of a relatively thin crust, a dense metallic core, and a layer called the mantle between the crust and core that is very hot and partially melted.
• Sketch and label the major layers of Earth, showing the approximate relative thicknesses and consistency of the crust, core, and mantle.
The crust is composed of huge crustal plates on the scale of continents and oceans which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains.
• Draw a labeled diagram showing how convection in the upper mantle drives • Describe what may happen when plate boundaries meet (e.g., earthquakes, tsunami, faults, mountain building), with examples from the Pacific Northwest.
Landforms are created by processes that build up structures and processes that break down and carry away material through erosion and weathering.
• Explain how a given landform (e.g., mountain) has been shaped by processes that build up structures (e.g., uplift) and by processes that break down and carry away material (e.g., weathering and erosion).
The rock cycle describes the formation of igneous rock from magma or lava, sedimentary rock from compaction of eroded particles, and metamorphic rock by • Identify samples of igneous, sedimentary, and metamorphic rock from their properties and describe how their properties provide evidence of how they were 6A.05.01, 6A.05.02, 7A.02.07, 7A.02.08, 8A.04.08,8A.04.09, • Explain how one kind of rock could eventually become a different kind of rock.
Evidence of Change
Our understanding of Earth history is based on the assumption that processes we see today are similar to those that occurred in the past.
• Describe Earth processes that we can observe and measure today (e.g., rate of sedimentation, movement of crustal plates, and changes in composition of the 6A.05.02, 6A.05.05, 7A.02.07, 7A.02.08, 8A 04.03, 8A 04.04, atmosphere) that provide clues to Earth’s past.
Thousands of layers of sedimentary rock provide evidence that allows us to determine the age of Earth’s changing surface and to estimate the age of fossils • Explain how the age of landforms can be estimated by studying the number and 6A.05.02, 6A.05.03, 7A.02.07, 7A.02.08, 8A 04.03, 8A 04.04, thickness of rock layers, as well as fossils found within rock layers.
In most locations sedimentary rocks are in horizontal formations with the oldest layers on the bottom. However, in some locations, rock layers are folded, tipped, or even inverted, providing evidence of geologic events in the distant past.
• Explain why younger layers of sedimentary rocks are usually on top of older layers, and hypothesize what geologic events could have caused huge blocks of horizontal sedimentary layers to be tipped or older rock layers to be on top of younger rock Earth has been shaped by many natural catastrophes, including earthquakes, volcanic eruptions, glaciers, floods, storms, tsunami, and the impacts of asteroids.
• Interpret current landforms of the Pacific Northwest as evidence of past geologic events (e.g., Mount St. Helens and Crater Lake provide evidence of volcanism, the Channeled Scablands provides evidence of floods that resulted from melting of Living organisms have played several critical roles in shaping landforms that we see To be addressed by To be addressed by teachers and/or • List several ways that living organisms have shaped landforms (e.g., coral islands, LiveLesson® limestone deposits, oil and coal deposits).
EALR 4: Life Science
From Cells to Organisms
All organisms are composed of cells, which carry on the many functions needed to • Draw and describe observations made with a microscope showing that plants and animals are made of cells, and explain that cells are the fundamental Unit of life.
• Describe the functions performed by cells to sustain a living organism (e.g., division to produce more cells, taking in nutrients, releasing waste, using energy to do work, and producing materials the organism needs).
One-celled organisms must contain parts to carry out all life functions.
• Draw and describe observations made with a microscope showing that a single- celled organism (e.g., paramecium) contains parts used for all life functions.
Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.
• Relate the structure of a specialized cell (e.g., nerve and muscle cells) to the 7A.04.03, 7B.01.01, 7B.01.02, 7B.01.05, 7B.01.07, 7B.01.08, 7B.02.01, 7B.02.02, • Explain the relationship between tissues that make up individual organs and the functions the organ performs (e.g., valves in the heart control blood flow, air sacs in the lungs maximize surface area for transfer of gases).
• Describe the components and functions of the digestive, circulatory, and respiratory systems in humans and how these systems interact.
Both plant and animal cells must carry on life functions, so they have parts in common, such as nuclei, cytoplasm, cell membranes, and mitochondria. But plants have specialized cell parts, such as chloroplasts for photosynthesis and cell walls, which provide plants their overall structure. • Use labeled diagrams or models to illustrate similarities and differences between plant and animal cell structures and describe their functions (e.g., both have nuclei, cytoplasm, cell membranes, and mitochondria, while only plants have chloroplasts In classifying organisms, scientists consider both internal and external structures and 6B.03.04, 6B.03.05, 7B.01.08, 7B.02.01, 6B.03.06, 6B.03.07, 7B.02.02, 7B.02.03, • Use a classification key to identify organisms, noting use of both internal and external structures as well as behaviors.
Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organism.
• Evaluate how lifestyle choices and environments (e.g., tobacco, drug, and alcohol use, amount of exercise, quality of air, and kinds of food) affect parts of the human Flow of Energy Through Ecosystems
An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many • Explain that an ecosystem is a defined area that contains populations of organisms • Give examples of ecosystems (e.g., Olympic National Forest, Puget Sound, one square foot of lawn) and describe their boundaries and contents.
Energy flows through an ecosystem from producers (plants) to consumers to decomposers. These relationships can be shown for specific populations in a food • Analyze the flow of energy in a local ecosystem, and draw a labeled food web showing the relationships among all of the ecosystem’s plant and animal populations. 6B.05.02, 6B.05.03 The major source of energy for ecosystems on Earth’s surface is sunlight. Producers transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used by plants, and all other organisms to carry on life processes. Nearly all organisms on the surface of Earth depend on this energy • Explain how energy from the Sun is transformed through photosynthesis to produce • Explain that producers are the only organisms that make their own food. Animals cannot survive without producers because animals get food by eating producers or Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction and overuse of resources or the introduction • Predict what may happen to an ecosystem if nonliving factors change (e.g., the amount of light, range of temperatures, or availability of water or habitat), or if one or 6B.05.05, 6B.05.06, more populations are removed from or added to the ecosystem.
Investigations of environmental issues should uncover factors causing the problem and relevant scientific concepts and findings that may inform an analysis of different • Investigate a local environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.
• Identify resource uses that reduce the capacity of ecosystems to support various populations (e.g., use of pesticides, construction).
Inheritance, Variation, and Adaptation
The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular, and molecular level. Evolution is supported by multiple forms of scientific evidence.
• Explain and provide evidence of how biological evolution accounts for the diversity 6B.03.01, 6B.03.04, 7A.05.05, 7A.05.06, of species on Earth today.
Every organism contains a set of genetic information (instructions) to specify its traits. This information is contained within genes in the chromosomes in the nucleus of • Explain that information on how cells are to grow and function is contained in genes in the chromosomes of each cell nucleus and that during the process of reproduction the genes are passed from the parent cells to offspring.
Reproduction is essential for every species to continue to exist. Some plants and animals reproduce sexually while others reproduce asexually. Sexual reproduction leads to greater diversity of characteristics because offspring inherit genes from both To be addressed by teachers and/or LiveLesson® • Identify sexually and asexually reproducing plants and animals.
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To be addressed by teachers and/or • Explain why offspring that result from sexual reproduction are likely to have more diverse characteristics than offspring that result from asexual reproduction.
In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent. In asexual reproduction just one parent is involved, and genetic information is passed on nearly unchanged.
• Describe that in sexual reproduction the offspring receive genetic information from both parents, and therefore differ from the parents. • Predict the outcome of specific genetic crosses involving one characteristic (using • Explain the survival value of genetic variation.
Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and reproduce in a particular environment. • Give an example of a plant or animal adaptation that would confer a survival and reproductive advantage during a given environmental change. Extinction occurs when the environment changes and the adaptive characteristics of a species, including its behaviors, are insufficient to allow its survival.
• Given an ecosystem, predict which organisms are most likely to disappear from that environment when the environment changes in specific ways.
Evidence for evolution includes similarities among anatomical and cell structures, and patterns of development make it possible to infer degree of relatedness among • Infer the degree of relatedness of two species, given diagrams of anatomical features of the two species (e.g., chicken wing, whale flipper, human hand, bee leg). 6B.04.10

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