Life Science
|
The Cell: Cells are the basic
unit of structure and function of living things.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
| SC-H-3.1.1
Cells have particular structures that underlie their
function. A membrane surrounds and separates every cell
from the outside world. Inside the cell is a
concentrated mixture of thousands of different molecules that
form a variety of specialized structures. These
structures carry out specific cell functions. |
- Compare and contrast cell structures and functions to
structures and functions of other systems such as schools,
governments, or mechanical devices.
- Predict outcomes or changes in function when a
particular component of a system changes or fails.
- Construct a model of a cell and identify major and minor
components.
- Identify different types of cells based upon structure
and function.
|
| SC-H-3.1.2
Most cell functions involve chemical reactions. Food
molecules taken into cells react to provide the chemical
constituents needed to synthesize other molecules. Both
breakdown and synthesis are made possible by a large set of
protein catalysts, called enzymes. The breakdown of some
of the food molecules enables the cell to store energy in
specific chemicals that are used to carry out the many
functions of the cell. |
- Illustrate how chemical reactions are necessary in
maintaining cell activity.
- Identify cycles and sequences that exist within the
cell.
- Use a model to demonstrate and/or predict the behavior
of cell structures.
- Predict the outcome of a malfunction of a cell organelle
or chemical reaction within the cell.
- Relate malfunctions of cell structures to particular
diseases.
|
| SC-H-3.1.3
Cells store and use information to guide their
functions. The genetic information stored in DNA directs
the synthesis of the thousands of proteins that each cell
requires. |
- Construct a sequence of amino acids that correspond to a
portion of the DNA molecule.
- Demonstrate interrelationships among nucleic acids.
- Analyze the role of different nucleic acids in the
synthesis of a protein.
|
| SC-H-3.1.4
Cell functions are regulated. Regulation occurs both
through changes in the activity of the functions performed by
proteins and through selective expression of individual
genes. This regulation allows cells to respond to their
internal and external environments and to control and
coordinate cell growth and division. |
- Sequence the events of cell division.
- Analyze the processes necessary for cell division to
occur
|
| SC-H-3.1.5
Plant cells contain chloroplasts, the site of
photosynthesis. Plants and many microorganisms (e.g.,
Euglena) use solar energy to combine molecules of carbon
dioxide and water into complex, energy-rich organic compounds
and release oxygen to the environment. This process of
photosynthesis provides a vital link between the Sun and
energy needs of living systems. |
- Identify variables that affect photosynthetic activity.
- Predict changes in photosynthetic activity when
variables are altered.
- Analyze effects of climatic conditions upon
photosynthetic activity.
|
|
SC-H-3.1.6
In the development of multi-cellular
organisms, cells multiply and differentiate to form many
specialized cells, tissues, and organs. This
differentiation is regulated through the expression of
different genes. |
- Explain cell differentiation as it relates to the
structure and function of a multi-cellular organism.
|
Open Response 3.1
| Content Area: Life
Science |
Level: High School |
| Subtopic:
The Cell: Students understand cellular structure, and
its relation to function, in all living things. |
| Core
Content: SC-H-3.1.1 |
The diagram shows a typical cell with most of its
organelles. Select 4 organelles from the diagram and explain
how the structure and function of these organelles are analogous to
the structure and function of similar parts of a city or school.
Open Response 3.1 Scoring Guide
| Score |
Description |
| 4 |
- Response complete: 4 organelles correctly identified
- Thorough and accurate explanation of structure and
function of selected Organelles
- Designation of a city or school analogy for each
organelle identified
- Clear and accurate justification of analogue choice
|
| 3 |
- Response incomplete: 3-4 organelles identified; minor
errors present
- Weak explanation of structure and function of selected
organelles
- Designation of a city or school analogy for 3-4
organelles identified
- Vague justification of analogue choice
|
| 2 |
- Response incomplete: 2-3 organelles identified; errors
present
- Marginal or no attempt at explanation of structure and
function of selected Organelles
- Designation of a city or school analogy for organelles
may not be relevant
- Vague or no attempt at justification of analogue choice
|
| 1 |
- Response incomplete: 1-2 organelles identified; errors
present
- No attempt at explanation of structure and function of
selected organelles
- No designation of a city or school analogy for each
organelle identified
- No justification of analogue choice
|
| 0 |
- No response or response is totally incorrect or
irrelevant.
|
Life Science
|
The Behavior of Organisms:
Living things respond to stimuli in ways that are both
genetically inherited (instinctual), reflexive, and learned.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
| SC-H-3.2.1
Multi-cellular animals have nervous systems that generate
behavior. Nerve cells communicate with each other by
secreting specific molecules. Specialized cells in sense
organs detect light, sound, and specific chemicals enabling
animals to monitor what is going on in the world around them. |
- Analyze how behavior is controlled by the nervous system
in multi-cellular organisms.
|
| SC-H-3.2.2
Behavioral responses to internal changes and external
stimuli can be innate or learned. Responses to external
stimuli can result from interactions with the organism’s own
species and/or other species, as well as environmental
changes. |
- Design an experiment to observe if behavior is innate or
learned.
- Predict outcomes of behavior in response to internal
changes and external stimuli.
|
| SC-H-3.2.3
The broad patterns of behavior exhibited by organisms have
changed over time through natural selection to ensure
reproductive success. Organisms often live in
unpredictable environments, so their behavioral responses must
be flexible enough to deal with uncertainty and change.
Behaviors often have an adaptive logic. |
- Evaluate and represent a correlation between behavior,
adaptation, and survival.
|
Open Response 3.2
| Content Area: Life
Science |
Level: High School |
| Subtopic:
The Behavior of Organisms - Living things respond to stimuli
in ways that are both genetically inherited (instinctual),
reflexive, and learned. |
| Core
Content: SC-H-3.2.2, SC-H-3.3.3 |
Living things respond to stimuli that are both
reflexive and learned. A certain species of distinctly
colored, bad tasting marine snake lives in the Pacific Ocean and are
not preyed upon by other animals. When these marine snakes are
moved from the Pacific Ocean into the Atlantic Ocean (where none of
this type of snake usually exists), other animals initially prey
upon them. This predatory behavior is short lived and soon the
marine snakes are safe from predators in the Atlantic Ocean.
-
A) Explain this phenomenon in terms of
reflexive, or instinctual, versus learned behavior.
-
B) Using the diagram above, describe the plant’s
behavior.
-
C) Differentiate between the behaviors of the
predators and the plants.
Open Response 3.2 Scoring
Guide
| Score |
Description |
| 4 |
- thorough and accurate explanation of reflexive,
instinctual and learned behaviors with regard to the
marine snake predators
- plant response correctly identified and defined
- student illustrates the difference between plant and
animal behaviors
|
| 3 |
- partial explanation of reflexive, instinctual and
learned behaviors; most info is accurate
- plant response correctly identified and incompletely
defined
- student makes attempt to illustrate the difference
between plant and animal behaviors; most info is correct
|
| 2 |
- explanation of reflexive, instinctual and learned
behaviors is weak, if present
- plant response identified- may not be correct; no
definition present
- student makes vague or no attempt to illustrate the
difference between plant and animal behaviors
|
| 1 |
- partial, if any, explanation of reflexive, instinctual
and learned behaviors
- no attempt made to identify plant response
- no attempt made to illustrate the difference between
plant and animal behaviors
|
| 0 |
- No response or response is totally incorrect or
irrelevant.
|
Life Science
|
The Molecular Basis of Heredity:
Organisms ensure continuity through the genetic code.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
|
|
- Describe the components of DNA.
- Evaluate and represent possible correlations between
sets of DNA data.
- Describe components of DNA and demonstrate transcription
and translation using DNA and RNA models.
|
| SC-H.3.3.2
Multi-cellular organisms, including humans, form from cells
that contain two copies of each chromosome. This
explains many features of heredity. Transmission of
genetic information through sexual reproduction to offspring
occurs when male and female gametes that contain only one
representative from each chromosome pair unite. |
- Identify and analyze patterns of inheritance and predict
possible outcomes.
- Compare various visible characteristics (phenotypic
characteristics) of at least 3 family members.
Record and chart observations and develop a model of
family heredity.
|
| SC-H-3.3.3
Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the
organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the
variation that changes an organism’s future offspring. |
- Manipulate the components of the DNA molecule and
predict the resultant mutations.
- Predict patterns and probability of events that occur
from typical genetic crosses.
- Design genetic crosses that produce a desired genetic
outcome.
|
Open Response 3.3
| Content Area: Life
Science |
Level: High School |
| Subtopic:
The Molecular Basis of Heredity – Organisms ensure
continuity through the genetic code. |
| Core
Content: SC-H-3.3.1, SC-H-3.3.2 |
Kiley’s cat had a litter of kittens. Kiley did
some research and learned the following information about cat
genetics:
|
Hair Color in
Cats |
Number of toes on front feet of cats |
|
B (dominant allele) produces black hair |
T (dominant allele) produces 6 toes |
|
b (recessive allele) produces brown hair |
t (recessive allele) produces 5 toes |
Kiley then examined her cat and kittens. She
produced the data found on the chart below:
| Cat |
Hair Color |
Number of Toes |
| Mother |
black |
6 |
| Kitten #1 |
black |
6 |
| Kitten #2 |
black |
6 |
| Kitten #3 |
black |
5 |
| Kitten #4 |
black |
5 |
| Kitten #5 |
brown |
6 |
| Kitten #6 |
brown |
6 |
| Kitten #7 |
brown |
5 |
| Kitten #8 |
brown |
5 |
Analyze the data recorded by Kiley. Based on
this information, what can you tell about the parent cats’ genes
for hair color and number of toes? Explain how you know this.
Open Response 3.3 Scoring Guide
| Score |
Description |
| 4 |
- Student response does not contain errors.
- Student analyzes the data and tells the mother’s
genotype and the father’s possible genotypes.
- Student gives a correct, detailed explanation about why
the mother can have only one genotype and about why the
father’s genotype cannot be defined, only narrowed down.
|
| 3 |
- Student response contains minor errors.
- Student analyzes the data and tells mother’s genotype
and the father’s possible genotypes.
- Students gives a good explanation about why the mother
can have only one genotype and may explain why the father’s
genotype can not be defined, only narrowed down.
|
| 2 |
- Student response contains minor errors.
- Student gives some explanation of possible genotypes for
the mother and/or father.
|
| 1 |
- Student response contains errors.
- Student gives minimal explanation of possible genotypes
for the mother and father that does not display a working
knowledge of genetics.
|
| 0 |
- No response or response is totally incorrect or
irrelevant.
|
Life Science
|
Biological Change (Genetics and
Evolution): Genome changes have allowed for
adaptation to changing environments.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
| SC-H-3.4.1
Species evolve. Biological evolution is the consequence of
the interactions of (1) the potential for a species to
increase its numbers, (2) the genetic variability of
offspring due to mutation and recombination of genes, (3) a
finite supply of the resources required for life, and (4)
natural selection. The consequences of evolution provide
a scientific explanation for the fossil record of ancient life
forms and for the striking molecular similarities observed
among the diverse species of living organisms. |
- Propose a genetic mutation and demonstrate how the
mutation can affect an entire population.
|
| SC-H-3.4.2
The great diversity of organisms is the result of more than
3.5 billion years of biological evolution that has filled
every available niche with life forms. The millions of
different species of plants, animals, and microorganisms that
live on Earth today are related by descent from common
ancestors. |
- Analyze factors that influence the evolution of a
population.
|
| SC-H-3.4.3
Biological classifications are based on how organisms are
related. Organisms are classified into a hierarchy of
groups and subgroups based on similarities that reflect their
relationships. Species is the most fundamental unit of
classification. Comparison of internal and external
structures, along with the similarity of chemical processes,
forms the basis for classifying different organisms. |
- Devise a classification system for a set of organisms.
- Evaluate and represent possible correlations between
physical characteristics of sets of organisms.
- Evaluate the structures and processes of an organism
that illustrates differentiation.
|
Open Response 3.4
| Content Area: Life
Science |
Level: High School |
| Subtopic:
Biological Change (Genetics & Change over Time) –
Students understand and analyze how living organisms change
over time due to their adaptation to changing environments. |
| Core
Content: SC-H-3.4.1, SC-H-3.4.3 |
You have been provided with pictures of a variety of
insect types that all originated from a common ancestor, also
pictured (“at bottom”).
- Based on your knowledge of how species change over time,
devise a hypothesis that explains the types of environments in
which these insects evolved.
- Explain why the unique adaptations developed in each type of
insect.
- Why did these adaptations survive and others didn’t?
(What happened to the original ancestor?)
|
|
| Ancestor Bug |
Bug #2 |
|
|
| Bug #1 |
Bug #3 |
Open Response 3.4 Scoring Guide
| Score |
Description |
| 4 |
- Accurately describes all insect environments
- Includes analysis of how and why the insects changed
over time
- Thoroughly explains why insects developed unique
adaptations
- Addresses natural selection as driving force for
survival of species
|
| 3 |
- Describes all insect environments; minor errors present
- Includes insufficient analysis of why the insects
changed over time
- Explanation of why insects developed adaptations
exhibits minor errors
- Mentions natural selection as driving force for survival
of species; no elaboration
|
| 2 |
- Describes some insect environments with little accurate
detail and major flaws
- Analysis of change over time of the insects is
incomplete inaccurate
- Explanation exhibits few reasons for adaptations
- Natural selection as the driving force for change over
time is not mentioned
|
| 1 |
- Descriptions of insect environments incorrect and lack
logical basis
- Analysis of change over time of the insects has little
or no relevant detail
- No explanation as to why adaptations developed in the
insects
- Does not address natural selection as driving force for
survival of species
|
| 0 |
- No response or response is totally incorrect or
irrelevant.
|
Life Science
|
The Interdependence of Organisms:
Producers store the sun’s energy in organic molecules and
consumers use that energy for life processes.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
| SC-H-3.5.1
Atoms (e.g., carbon, nitrogen) and molecules (e.g., water)
cycle among the living and nonliving components of the
biosphere. |
- Demonstrate the interrelationships among multiple cycles
within ecosystems.
|
| SC-H-3.5.2
Energy flows through ecosystems in one direction from
photosynthetic organisms to herbivores to carnivores and
decomposers. |
- Evaluate and represent the possible correlations among
organisms within an ecosystem
|
| SC-H-3.5.3
Organisms both cooperate and compete in ecosystems.
Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to
predict. The interrelationships and interdependencies of
these organisms may generate ecosystems that are stable for
hundreds or thousands of years. |
- Analyze the role of relationships among organisms within
ecosystems.
- Utilize mathematical models to represent patterns of
population growth.
|
| SC-H-3.5.4
Living organisms have the capacity to produce populations
of infinite size. However, behaviors, environments, and
resources influence the size of populations. Models
(e.g., mathematical, physical, conceptual) can be used to make
predictions about changes in the size or rate of growth of a
population. |
- Use data to establish cause and affect relationships
within and among populations and the environment.
- Given sets of long term or systemic data, predict trends
in population size.
|
|
SC-H-3.5.5
Human beings live within the world’s
ecosystems. Human activities can be deliberately
or inadvertently alter the dynamics in ecosystems. These
activities can threaten current and future global stability
and, if not addressed, ecosystems can be irreversibly
affected. |
- Predict outcomes of a real world situation involving
human activities in an ecosystem.
- Design an investigation that shows the effects of a
phenomenon on an ecosystem and/or a component of that
ecosystem.
|
Open Response 3.5
| Content Area: Life
Science |
Level: High School |
| Subtopic:
Matter, Energy, and Organization of Living Systems –
Producers store the sun’s energy in organic molecules and
consumers use that energy for life processes. |
| Core
Content: SC-H-3.5.2, SC-H-3.5.3, SC-H-3.5.5 |
Evaluate options in the following scenario.
You are stranded on an island with adequate fresh
water but have absolutely nothing to eat except of case of
cornflakes and a crate of live chickens. Without knowing when
you will be rescued, you are faced with the problem of using your
food resources in a way that optimizes the amount of energy
available to you. You have the following options available to
you:
- You may choose to eat the cornflakes and then the chickens.
- You may choose to feed the cornflakes to the chickens and then
eat the chickens.
- You may choose to feed the cornflakes to the chickens, let the
chickens lay eggs and then eat the eggs.
- You may choose to eat the chickens first and then eat your
cornflakes.
Choose your survival technique and explain how your
choice is most energy efficient and why you decided not to select
the other options.
Open Response 3.5 Scoring Guide
| Score |
Description |
| 4 |
- Student states that Chicken must be eaten first,
followed by the corn flakes.
- Student summarizes the 10% rule: 90% of the energy
obtained by an organism is used to sustain life (ex.
Growing, digestion, motion, body temp.), therefore only
10% of the energy is available to the next tropic
level.
- Eating the chicken first ensures that the maximum amount
of energy is available to the “island inhabitants”.
|
| 3 |
- Correct choice, however student gives only partial
supporting explanation.
- Explanation may include statements about maximum energy,
but does not mention energy loss from one tropic level to
the next.
|
| 2 |
- Correct choice, but no supporting explanations.
|
| 1 |
- Incorrect choice with or without explanation.
|
| 0 |
- No response or response is irrelevant.
|
Life Science
|
The Interdependence of Organisms:
Energy and nutrients cycle through the ecosystem.
Academic Expectations:
2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5
Constancy, and 2.6 Change Over Time |
Core Content
|
Sample Demonstrators, Skills, Activities
|
| SC-H-3.6.1
Living systems require a continuous input of energy to
maintain their chemical and physical organization since the
universal tendency is toward more disorganized states.
The energy for life primarily derives from the Sun.
Plants capture energy by absorbing light and using it to form
strong (covalent) chemical bonds between the atoms of
carbon-containing molecules. These molecules can be used
to assemble larger molecules (e.g., DNA, proteins, sugars,
fats). In addition, the energy stored in the bonds
between the atoms can be used as sources of energy for life
processes. |
- Describe the energy conversions necessary to maintain a
living system.
|
| SC-H-3.6.2
The chemical bonds of food molecules contain energy.
Energy is released when the bonds of food molecules are broken
and new compounds with lower energy bonds are formed.
Cells usually store this energy temporarily in the phosphate
bonds of ATP. During the process of cellular
respiration, some energy is lost as heat. |
- Demonstrate the interrelationship between respiration
and photosynthesis.
- Analyze the relationships between the subsystems of
cellular respiration
- Analyze the relationships between the subsystems of
cellular photosynthesis.
- Represent photosynthesis and/or respiration with various
types of models.
- Use a model to analyze or predict the change in bonds as
food energy flows through living systems.
- Demonstrate a way of maintaining homeostasis within a
living system.
- Use a model to demonstrate homeostasis within a living
system.
|
|
SC-H-3.6.3
As matter and energy flow through different
organizational levels (e.g., cells, organs, organisms,
communities) and between living systems and the physical
environment, chemical elements are recombined in different
ways. Each recombination results in storage and
dissipation of energy into the environment as heat.
Matter and energy are conserved in each change. |
- Predict trends or events, given sets of long-term or
systemic data, and evaluate outcomes of energy flow
through levels of living systems.
- Analyze the concept of conservation of matter and energy
as it relates to living system.
|
Open Response 3.6
| Content Area: Life
Science |
Level: High School |
| Subtopic:
The Interdependence of Organisms – Energy and nutrients
cycle through and ecosystem. |
| Core
Content: SC-H-3.5.2, SC-H-3.6.1 |
Effects of Hurricane Hugo on Bat Species
Use the chart below to answer the following
question:
|
|
|
|
|
Jamaican Fruit Bat |
Fruit |
Sharp decline |
|
Red Bat |
Figs |
Sharp decline |
|
Long-tongue Bat |
Nectar from flowers |
Slight increase |
Bats comprise 75% of the mammals native to Puerto
Rico. In 1989, Hurricane Hugo flattened a large section of the
rain forest in Puerto Rico. Researchers collected data about
the effects of the hurricane on three different species of
bats. The results are shown in the chart above.
- Discuss three possible reasons for the changes in the bat
populations.
- Predict the role the bats would have in the recovery of the
rain forest.
Open Response 3.6 Scoring Guide
| Score |
Description |
| 4 |
- The response is complete and shows a strong
understanding of how a natural disaster can affect the
balance of an ecosystem.
- There is a clear discussion of three possible reasons
for the changes in the bat populations, and the role bats
would have in the recovery of the rain forest.
|
| 3 |
- The response shows an understanding of how a natural
disaster can affect the balance of an ecosystem.
- There is discussion of two possible reasons for the
changes in bat populations and the role bats would have in
the recovery of the rain forest.
- The response may contain minor errors, misconceptions,
or omissions.
|
| 2 |
- The response shows a limited understanding of how a
natural disaster can affect the balance of an
ecosystem.
- There is a discussion of two possible reasons for the
changes in bat populations or the role of bats in recovery
of the rain forest;
- The response may contain errors, misconceptions, and/or
omissions.
|
| 1 |
- The response is incomplete and shows a minimal
understanding of how a natural disaster can affect the
balance of an ecosystem.
- There is an attempt to discuss reasons for change or the
role of bats in the recovery of the rain forest
- There are major errors, misconceptions, and/or
omissions.
|
| 0 |
- No response or response is totally incorrect or
irrelevant.
|
|
