Life Science For Middlea.Review Questions with Sample Answers 8.Points to Consider 9.Lesson...

Life Science For MiddleSchool - Teacher’s Edition

Douglas Wilkin, Ph.DDoris Kraus, Ph.D. (DorisK)

Douglas Wilkin, Ph.D. (DougW)

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Printed: January 25, 2013

AUTHORSDouglas Wilkin, Ph.DDoris Kraus, Ph.D. (DorisK)Douglas Wilkin, Ph.D. (DougW)

EDITORDouglas Wilkin, Ph.D

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Contents

1 TE MS Studying the Life Sciences 11.1 Scientific Ways of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121.2 What Are the Life Sciences? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141.3 The Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191.4 Tools of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251.5 Safety in Scientific Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301.6 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

2 TE MS What is a Living Organism? 352.1 Characteristics of Living Organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362.2 Chemicals of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.3 Classification of Living Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

3 TE MS Cells and Their Structures 463.1 Introduction to Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473.2 Cell Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

4 TE MS Cell Functions 524.1 Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534.2 Photosynthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554.3 Cellular Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

5 TE MS Cell Division, Reproduction, and DNA 595.1 Cell Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605.2 Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 635.3 DNA, RNA, and Protein Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

6 TE MS Genetics 696.1 Gregor Mendel and the Foundations of Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . 706.2 Modern Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 726.3 Human Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 746.4 Genetic Advances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

7 TE MS Evolution 787.1 MS Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 797.2 Evolution by Natural Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 807.3 Evidence of Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827.4 Macroevolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 847.5 History of Life on Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

8 TE MS Prokaryotes 888.1 Bacteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 898.2 Archaea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

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9 TE MS Protists and Fungi 929.1 Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 939.2 Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

10 TE MS Plants 9710.1 Introduction to Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9810.2 Seedless Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10010.3 Seed Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10210.4 Plant Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

11 TE MS Introduction to Invertebrates 10611.1 Overview of Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10711.2 Sponges and Cnidarians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10911.3 Worms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

12 TE MS Other Invertebrates 11312.1 Mollusks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11412.2 Echinoderms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11612.3 Arthropods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11712.4 Insects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

13 TE MS Fishes, Amphibians, and Reptiles 12113.1 Introduction to Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12213.2 Fishes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12313.3 Amphibians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12513.4 Reptiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

14 TE MS Birds and Mammals 12814.1 Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12914.2 Mammals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13114.3 Primates and Humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

15 TE MS Behavior of Animals 13515.1 Understanding Animal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13615.2 Types of Animal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

16 TE MS Skin, Bones, and Muscles 14016.1 Organization of Your Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14116.2 The Integumentary System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14316.3 The Skeletal System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14516.4 The Muscular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

17 TE MS Food and the Digestive System 14917.1 Food and Nutrients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15017.2 Choosing Healthy Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15217.3 The Digestive System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

18 TE MS Cardiovascular System 15618.1 Introduction to the Cardiovascular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15718.2 Heart and Blood Vessels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15918.3 Blood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16118.4 Health of the Cardiovascular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

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19 TE MS Respiratory and Excretory Systems 16519.1 The Respiratory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16619.2 Health of the Respiratory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16819.3 The Excretory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

20 TE MS Controlling the Body 17220.1 The Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17320.2 Eyes and Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17620.3 Other Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17820.4 Health of the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

21 TE MS Diseases and the Body’s Defenses 18221.1 Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18321.2 Noninfectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18421.3 First Two Lines of Defense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18621.4 Immune System Defenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

22 TE MS Reproductive Systems and Life Stages 19022.1 Male Reproductive System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19122.2 Female Reproductive System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19322.3 Reproduction and Life Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19522.4 Reproductive System Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

23 TE MS From Populations to the Biosphere 19923.1 Introduction to Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20023.2 Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20223.3 Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20423.4 Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20623.5 Biomes and the Biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

24 TE MS Ecosystem Dynamics 20924.1 Flow of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21024.2 Cycles of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21224.3 Ecosystem Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

25 TE MS Environmental Problems 21625.1 Air Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21725.2 Water Pollution and Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21925.3 Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22125.4 Habitat Destruction and Extinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

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www.ck12.org Chapter 1. TE MS Studying the Life Sciences

CHAPTER 1 TE MS Studying the LifeSciences

Chapter Outline1.1 SCIENTIFIC WAYS OF THINKING

1.2 WHAT ARE THE LIFE SCIENCES?

1.3 THE SCIENTIFIC METHOD

1.4 TOOLS OF SCIENCE

1.5 SAFETY IN SCIENTIFIC RESEARCH

1.6 REFERENCES

CK-12 Life Science - Middle School Teacher’s Edition (TE)

Introduction

The impacts of the Human Genome Project and of global warming are just two of the numerous issues that revealthe importance of understanding the life sciences. These issues, and the outcomes of these issues, are changing andadvancing at such a rapid rate that it is nearly impossible for most textbooks to stay current.

Is it easier, at times, to get current scientific information from the internet, or even your local newspaper? Of courseit is. Do today’s students need this information presented to them? Now, more than ever they do.

Is there an alternative to school districts spending millions of dollars every year to buy the latest edition of atextbook? CK12 believes there is. CK-12, a non-profit organization launched in 2006, aims to reduce the costof textbook materials for the K-12 market both in the US and worldwide. CK12 is developing a series of web-basedmiddle school and high school adaptive textbooks - each termed a FlexBook. These web-based FlexBooks will haveunlimited flexibility and variability, allowing continual and immediate updating of the material as new informationbecomes available.

Flexibility: A Key Feature of CK12 FlexBooks

An important advantage of the FlexBook is the ability it gives you, the teacher, to choose the chapters and lessonsthat you think are most important for your own classes. You also have the ability to add additional material as youdeem appropriate, in essence, creating your own FlexBook, specific for the needs of your students.

CK-12 Life Science - Middle School

CK-12 Life Science - Middle School is a complete educational tool for the middle school science student. TheFlexBook contains seven units, each unit has two to seven chapters, and each chapter has two to four lessons.Together the seven units of CK12’s Life Science have 25 chapters and more than 80 lessons. These lessons, writtenby renowned experts in life science education, are designed to address both state and national standards. In additionto this Teacher’s Edition, a Supplemental Workbook filled with worksheets for each lesson is in development.

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Contents

Unit 1: Understanding Living ThingsChapter 1: MS Studying the Life Sciences Chapter 2: MS What is a Living Organism?

Unit 2: Cells: The Building Blocks of LifeChapter 3: MS Cells and Their Structures Chapter 4: MS Cell Functions Chapter 5: MS Cell Division,Reproduction, and DNA

Unit 3: Genetics and EvolutionChapter 6: MS Genetics Chapter 7: MS Evolution

Unit 4: Prokaryotes, Protists, Fungi, and PlantsChapter 8: MS Prokaryotes Chapter 9: MS Protists and Fungi Chapter 10: MS Plants

Unit 5: The Animal KingdomChapter 11: MS Introduction to Invertebrates Chapter 12: MS Other Invertebrates Chapter 13: MS Fishes,Amphibians, and Reptiles Chapter 14: MS Birds and Mammals Chapter 15: MS Behavior of Animals

Unit 6: The Human BodyChapter 16: MS Skin, Bones, and Muscles Chapter 17: MS Food and the Digestive System Chapter 18: MSCardiovascular System Chapter 19: MS Respiratory and Excretory Systems Chapter 20: MS Controlling theBody Chapter 21: MS Diseases and the Body’s Defenses

Chapter 22: MS Reproductive Systems and Life Stages

Unit 7: EcologyChapter 23: MS From Populations to the Biosphere Chapter 24: MS Ecosystem Dynamics Chapter 25: MSEnvironmental Problems

MS Life Science Glossary

The Teacher’s Edition

Each unit and chapter will have a general overview. Each chapter section will also include an introduction andteaching strategies. In this TE, the majority of content will be presented by individual lesson.

Pacing the Lesson

Each chapter has guidelines for the minimum number of class periods needed to teach each lesson. We have strivedto keep each chapter under a week of class time, which would cover the complete FlexBook in 25 weeks, providingample time for flexibility. We realize this is a tremendous amount of material, and many teachers may choose not toutilize the complete FlexBook, providing even more time for flexibility. As the teacher, you can determine if yourclass needs additional (or less) time on certain lessons/chapters, and adjust the pacing accordingly.

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Lesson Subtopics

This TE will focus on a number of subtopics for each lesson. These subtopics may include:

1. Standards2. Key Concept(s)3. Lesson Objectives4. Lesson Vocabulary5. Check Your Understanding6. Teaching Strategies

a. Generalb. Differentiated Instructionc. Enrichmentd. Science Inquiry

7. Reinforce and Review

a. Review Questions with Sample Answers

8. Points to Consider9. Lesson Assessment

Teaching Strategies

Throughout the TE, we will provide numerous examples of strategies that can be used to make the content accessibleto students. This will include general teaching strategies, as well as differentiated instruction, enrichment, scienceinquiry, and reinforcement strategies. Laboratory activities have also been included. Many strategies and activitieshave been included as web site links, and we recommend that these be previewed before assigning to students.

Science Notebook

For a year study of Life Science, we recommend a science and/or lab notebook in which students may:

• answer the “Check Your Understanding” questions• answer/reflect on the “Points to Consider” questions• write additional questions about an upcoming lesson/chapter/unit of study• draw pictures of living organisms and diagrams of life processes• take notes and define academic vocabulary• keep a record of pertinent web sites to access relevant information• write up lab activities• write up ideas for possible longer term projects• keep reflections on what they have learned

Students should date each entry and refer back to their ideas earlier in the year, reflecting on their deepeningunderstanding.

Vocabulary and Scaffolding Instruction

Life Science vocabulary and concepts can be difficult for students. It is particularly important to use a teachingstrategy, such as scaffolding, to help students learn. Think of the scaffolding on the side of a building that helps you

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reach the top. There are steps along the way that elevate you, or raise your conceptual level higher and higher. Inthis way, you give students support until they can apply new learning and skills independently. This strategy is onethat enables you, the teacher, to accommodate individual needs and individualize instruction for each learner. Thegoal is to motivate learners, and assist in their success.

Scaffolding instruction is fundamental for quality teaching to all students, but especially important for EnglishLanguage Learners (ELL) or special needs students. For each lesson, a suggested differentiated instruction lessonhas been included, designed for students who may need assistance with English.

The Scaffolding Strategy

As in any good teaching, bring up topics with which students are already familiar to give students a context toassimilate new understandings. Give these topics a “twist” to engage student’s motivation. Break complex tasksinto smaller tasks, show examples of quality outcomes, offer hints or verbal cues, use mnemonic devices, chantsand/or songs for activities requiring memorization of facts or procedures. Use graphic organizers such as conceptmaps; teach key vocabulary before reading the FlexBook. Continually ask questions to guide and facilitate studentsin making predication, or to encourage deeper investigations or thinking on a topic. Model activities before studentsparticipate. And, ask for student contributions about their past experiences in the field.

General

1. Appreciate what’s difficult for students, and help them develop scientific ways of thinking.2. Vary class activities, and use a wide variety of resources to aid students in deepening their understanding of

scientific issues.3. Give students opportunities to participate in scientific investigations to understand “doing science.”

Word Dissection

Biology words can be intimidating for students to read, say, and talk about. As teacher, you can make a game of thewords, and take a few minutes to do a daily or weekly dissection in class. Make sure students know that it is nota big deal to not know the word when you first come into contact with it, but to learn to break it down into pieces,figure out the meaning of each piece, and then put it all back together again to find the meaning.

Reading to Learn

Teach your students how to read, comprehend, and summarize scientific text. Each lesson offers an opportunity touse different techniques to guide students to synthesize the core elements of the lesson. Try one or two differenttechniques each time:

• Model for your students skimming a section of text and summarizing.• Remind students that they can read in different ways: scan, skim, annotate.• Ask and discuss whether they read headlines, captions, or summary material first.• Have the students write down all unfamiliar words.• Have them summarize important points as bullets, phrases, or short sentences. You may want to assign small

groups of students to work together to summarize a lesson, or conduct a large class discussion.• Students may also summarize lesson points with a partner.• You may choose to follow with a class discussion on summary points.

Using Visuals

Use an illustration in the student edition or other source as a tool for teaching content, exploring ideas, probingstudents’ misunderstandings, etc.

Building Science Skills

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Have students apply higher-level thinking or other relevant skills as they relate to lesson content (e.g., predicting,forming hypotheses, drawing conclusions, interpreting data, observing, classifying, making inferences, comparingand contrasting, identifying cause and effect, analyzing). This could be through a simple activity, answeringquestions, class discussion, partner work, etc.

Discussion

Stimulate class discussion of a topic. This could include scripted questions to ask the class. The discussion tipsshould be specific and focused. For example, don’t ask the class to “Discuss Darwin’s theory of evolution.” Insteadask the class, “Why was Darwin’s theory not widely accepted in his own lifetime.” Ask, “How did Darwin’s theoryof evolution conflict with prevailing views of living things?”

Demonstration

Do (and fully describe) an in-class demonstration to illustrate or explain a process, concept, etc. Keep in mindconstraints on classroom time and resources. Include a concluding sentence or scripted question that relates thedemonstration to the process or concept.

Activity

Have students do a simple hands-on activity that will help them better understand a topic, process, etc. Explainfully how the activity is to be done. This could be a pencil-and-paper activity or other activity that does not involvematerials, although readily available classroom materials could be used. Again, conclude with a sentence or questionthat ties the activity with the topic or process.

Differentiated Instruction

These strategies can be used for all types of student populations that are typically addressed by DI (i.e., ELL,LPR, SN), but a strategy can be tailored for a particular population. These strategies usually pair students that canbenefit from the DI with native English students or other students that can assist/benefit the DI student. Examples ofstrategies that can be tailored for DI are presented.

KWL

Have students make a KWL chart, where K = Know, W = Want to Know, and L = Learned. Students should fill inthe K and W columns before reading and the L column after reading a particular passage or lesson.

Cloze Prompts

Give students cloze sentences (basically, fill-in-the blank sentences) about important lesson concepts. Students areinstructed to fill in the missing words as they read the lesson.

Gallery Walk

Divide the class into groups and have groups walk around the room to read and discuss posted questions or topics(each on a large sheet of paper). Each group (using a different color pen) answers the questions or writes commentsabout the topics. They also read and respond to answers/comments written by other groups. This is followedby discussing the answers/comments with the class or reviewing misunderstandings they reveal, or by groupssummarizing what they know about one or more questions/topics.

Think-Pair-Share

Assign questions or topics to individual students to think about. Pair ELL students with native speakers, LPRstudents with more proficient readers, etc., to work together on answering the questions or discussing the topics.

Frayer Model

Assign this vocabulary strategy, which involves students drawing a large box and dividing it into four parts labeledDefinition, Drawing, Example, Non-example. Assign students a vocabulary word and tell them to fill in the partsof the box for that word.

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Cluster Diagram

Have individual students, pairs, groups, or the class as a whole make a cluster diagram organizing lesson concepts.

Concept Map

Have individual students, pairs, groups, or the class as a whole make a concept map organizing lesson concepts.

Venn Diagram

Have individual students, pairs, groups, or the class as a whole make a Venn diagram organizing lesson concepts.

Compare/Contrast Table

Have individual students, pairs, groups, or the class as a whole make a compare/contrast table for specific lessonconcepts, processes, etc. (e.g., photosynthesis and cellular respiration; mitosis and meiosis). You may need toprovide the column and row headings for the table.

Cycle Diagram

Have individual students, pairs, groups, or the class as a whole make a cycle diagram to show the steps in a cyclicalprocess (e.g., life cycle of amphibians, photosynthesis/cellular respiration).

Flow Chart

Have individual students, pairs, groups, or the class as a whole make a flow chart to show the steps in a process (e.g.,photosynthesis).

Main Ideas/Details Chart

Have students divide a sheet of paper in half and on the left side write the main ideas from a passage or lesson(skipping several lines between the main ideas). On the right side, students are instructed to fill in important detailsabout each main idea as they read.

Word Wall

Post lesson vocabulary words and their definitions, examples, etc. on a bulletin board or wall. Refer students to theword wall as they study lesson content.

Enrichment

Enrichment activities have been designed for students that need additional challenges. Although online and/or libraryresearch is always an option for enrichment, it tends to be overused so try to limit it unless, of course, it is reallyrelevant and likely to be helpful for the other students in the class. Whatever students are assigned to do, they shouldbe given a chance to share their work with the class through an informal oral presentation, a written report, etc. Insome cases (e.g., making a board game or crossword puzzle), the product can be used by the class to reinforce orreview lesson content. Examples of activities that can be used as enrichment are provided:

TABLE 1.1:

Research a Topic Present a Role-Play Teach a TopicCreate a Video Create a Poster Debate an IssueInterview an Expert Make a Model Demonstrate a ProcessTake a Survey Write an Essay Make a Board GameMake a Crossword Puzzle Create a Web site Make a DiagramMake a Diorama Make a Display Make a VideoWrite a Rap (Song) Write a Research Proposal Present a PowerPoint ShowLead a Discussion

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Science Inquiry

These strategies should get students involved in thinking or acting like a scientist. They should help the students learnlesson content by encouraging them to be actively engaged in scientific thinking and/or using scientific methods.

• Ask a Research Question: e.g., based on hypothetical observations• Formulate a Hypothesis: e.g., based on a research question. Must be specific and testable; could also ask

students to describe data that would support or disprove the hypothesis.• Develop a Research Plan: e.g., to test a specific hypothesis. Could focus on types of variables, controls, etc.• Analyze Data: Data could be in a graph or table that is provided in the SE or TE or students could find the

data online.• Solve a Problem: requiring application of lesson concepts, procedures, etc.

Reinforcement

In addition to online quizzes, this could be a quick teacher-directed activity or something students do alone or in pairsto make sure they understand lesson content. It should probably be aimed at the average to below-average studentsin the class. Some suggestions are listed below. The goal is to reveal to the teacher or to students themselves whatthey know and what they still don’t understand. The activity should include a sentence suggesting a way for studentsto learn what they don’t know (e.g., “Find definitions in the FlexBook of any words you did not know.”).

Take an Online Quiz Make Flashcards

This activity could be used for boldface vocabulary words or important concepts; have students use the flashcards toquiz a partner.

Label a Drawing

The drawing could be art from the SE with the labels deleted.

Outline the Lesson

This could be done with a partner or as a class using an overhead projector.

Ask Questions

Each student turns in a question on an index card. Then, the teacher answers or reviews material relevant to thosequestions that are asked most frequently.

List and Discuss

Students make a list of something (e.g., reproductive isolating mechanisms), and then partners compare and discusstheir lists.

Use Vocabulary

Students use the lesson vocabulary words in sentences or a brief paragraph.

Make a Quiz

Students write a few fill-in, matching, or true/false questions and then use them to quiz a partner.

Make a Drawing

Students create a simple sketch to demonstrate comprehension of a process (e.g., cell division).

Complete a Chart

Students complete missing parts of a diagram or fill in cells of a table that have missing information.

This can easily be preceded or followed with a Lesson Review. Either you or a student(s) leads a discussionto review the lesson. You can use the Lesson Summary from the FlexBook. Clarify any issues and answer any

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questions students may have.

Check Your Understanding

This section includes questions related to previously presented information that the authors consider important forthe student to have access to the information in the current lesson.

Points to Consider

Questions in this section serve as a segue into the next lesson (or chapter). Ask students to read the Points toConsider at the end of the lesson in their FlexBook. They can be answered individually or as an opening to lead aclass discussion. Use these questions to assess student understanding and misconceptions before beginning the nextlesson/chapter/unit of study.

Critical Writing Worksheets

Score with a three-point rubric:

• 3-Point Response

The student response is satisfactorily correct, with clear explanations.


The student response has minor errors or irrelevant information.


The student response includes some correct information, but most information included in the response iseither incorrect or irrelevant.


The student attempts the task, but the response is incorrect or irrelevant.

3-point example responses are given as part of the Worksheet Answer Keys.

MS Studying the Life Sciences

Outline

Science is the study of the natural world and natural phenomena based on evidence. Scientists use scientificmethodology and tools to study the patterns of natural events and to solve problems.

The chapter MS Studying the Life Sciences consists of five lessons that introduce students to the idea of science andthe study of science itself:

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• Lesson 1.1: Scientific Ways of Thinking• Lesson 1.2: What Are the Life Sciences?• Lesson 1.3: The Scientific Method• Lesson 1.4: Tools of Science• Lesson 1.5: Safety in Scientific Research

Pacing the Lessons

Use the Class Periods per Lesson table below as a guide for the time required to teach the lessons of this chapter.

TABLE 1.2:

Lesson Number of Class Periods*1.1: Scientific Ways of Thinking 0.51.2: What Are the Life Sciences? 1.01.3: The Scientific Method 1.01.4: Tools of Science 0.51.5: Safety in Scientific Research 1.0

|+Class Periods per Lesson

• Class periods are assumed to be 60 minutes long.

Lab Links

The following labs are suitable for MS Studying the Life Sciences and are available online. Both labs are about thescientific method.

• http://www.biology4teachers.com/scientific_method.htm• http://www.troy.k12.ny.us/academics/bio/labs/scimethod1_lab_school.asp

Managing Materials

The materials listed in the Materials List table below are needed to teach the strategies and activities described inthe Teachers Edition of the FlexBook for this chapter.

TABLE 1.3:

Lesson Strategy or Activity Materials Needed1.1 1) DI 2) Enrichment

3) Reinforcement1) Poster board; markers; tape 2)Poster board; markers; tape3) Index cards

1.2 1) Enrichment 1) Cardboard, markers, glue1.4 1) Enrichment 1) Poster board, markers, tape

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http://www.troy.k12.ny.us/academics/bio/labs/scimethod1_lab_school.asp



















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|+Materials List

Common Misconceptions

Thinking Like a Scientist

In the lesson The Nature of Science, students are asked to understand that “thinking like a scientist” is different from“everyday thinking.” This is a difficult concept for middle-school students.

1. How do scientists think differently than the “average” person?2. Why is this important?3. What can this sort of thinking achieve?

Scientific Knowledge is Based on Evidence, Not on Authority

• Another difficult concept in The Nature of Science is the concept that scientific knowledge is based onevidence, not on authority.

1. If the most respectable and authoritative scientist makes a claim that cannot be backed up by evidence, his orher claim will be discarded.

2. On the other hand, the claim of a young and unknown scientist, who bases his claim on reliable evidence, willbe accepted.

Scientific Understanding Evolves Through Time

• Finally, it is difficult for beginning science students to accept that scientific understanding evolves throughtime, not only in the past, but also in the present.

1. Schooling often socializes students to think that there is one correct answer to most questions which can befound “in the back of the book.”

2. While this may be true for many school textbooks, it is equally true that what was once considered true inone time period was shown later to be untrue — when contradictory evidence was presented, in a later timeperiod.

• How might science teachers deal with these student difficulties and misconceptions?

1. First, we must appreciate what’s difficult for students, and understand that helping them develop more scien-tific ways of thinking (also called “The Nature of Science” or NoS for short).

2. Second, we can try different activities, and use a wide variety of resources to aid students in deepening theirunderstanding of such issues as the importance of evidence in making a scientific argument and the differencebetween data and conclusions.

These resources include:

1. studying how scientific knowledge is developed by scientists (using case histories as well as daily news items)2. participating in the inquiry process, describing and giving examples for processes and practices of the scientific

community.

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• Students may naturally think that scientific knowledge is “just there, waiting to be studied.”• Over their years of exposure to scientific practices (and their engagement in these practices and the scientific

community), they may learn that scientific knowledge is actually discovered and constructed by human beings.This will take time.

Data vs. Conclusions

In the lesson Scientific Method, students have difficulty separating data from conclusions.

1. Data is what results from experiments or observations (which themselves are the result of research questions).2. However, the data themselves are not the same as the conclusions which can be drawn from the data.3. Different scientists often draw different conclusions from the same data!4. As a result, it is important for students to understand that the scientific method is a combination of experimen-

tation and explanation.5. In other words, knowing how to design a good experiment is only part of the scientific method.6. Knowing how to make a good argument (or explanation), based on the data, is another important part of the

scientific method.

• Students also need to understand that experiments are only one expression of the scientific method.

1. Observations often precede experiments.2. For example, in Scientific Method, the example of the Barnacle Geese is presented. It was once believed that

these Geese originated in barnacles, organisms that live in the sea. Systematic observations later proved thisbelief to be wrong.

3. Personal computer inventor and visionary, Dr. Alan Kay, has said, “Point of view is worth 80 IQ points”, andNobel Laureate in medicine/physiology, the late Dr. Abert Szent-Gyorgy said, Discovery consists of seeingthe same thing that everyone else sees, but thinking what no one else has thought.”

4. So perception, asking good questions and making careful observations are all vitally important parts of thescientific method.

Additional Web-Based Resources

You may find these additional Web-based resources helpful when teaching this chapter:

• The National Science Digital Library http://nsdl.org/search/?n=10&q=scientific+method+life+sciences&grade%5B%5D=L3&s=0&verb=Search http://strandmaps.nsdl.org/?chapter=SMS-CHP-0857

• Quick Quiz http://evolution.berkeley.edu/evosite/nature/IIIQuiz.shtml This site has interesting discussion ques-tions. Have student teams explore this site and click on raised student hands. Discuss each of the sevenquestions with your class.

Making the FlexBook Flexible

An important advantage of the FlexBook is the ability it gives you, the teacher, to choose the chapters and lessonsthat you think are most important for your own classes. The following information is provided to help you decidewhether to include this chapter or certain lessons in this chapter in your students’ FlexBook. You should also consultthe standards correlation table when selecting chapters and lessons to include in the FlexBook.

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http://nsdl.org/search/?n=10&q=scientific+method+life+sciences&grade%5B%5D=L3&s=0&verb=Search

























http://strandmaps.nsdl.org/?chapter=SMS-CHP-0857













http://evolution.berkeley.edu/evosite/nature/IIIQuiz.shtml
















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• As the introductory chapter in this FlexBook, CK12 recommends the inclusion of the material within thischapter in any course on the Life Sciences.

• Students should read this entire chapter before reading the remaining chapters of the FlexBook.• It is recommended that you include all the lessons of this chapter in the FlexBook.

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1.1 Scientific Ways of Thinking

Standards

• SCI.CA.7.IE.7.C• NSES.5–8.A.1.1; NSES 5-8.A.1.2; NSES.5–8.A.2.2, 5, 6; NSES.5–8.F.5.1, 2; NSES.5–8.G.2.1• AAAS.6–8.1.A.2, 3, 4• MCR.NS.1

Key Concepts

Science is the study of natural phenomena based on evidence, testing, and reason. As new evidence is gathered, ourunderstanding of the natural world may change.

Lesson Objectives

• Describe the role of a scientist.• Understand that science is a system based on evidence, testing, and reasoning.

Lesson Vocabulary

evidenceSomething that gives us grounds for knowing of the existence or presence of something else.

experimentA test to see if a hypothesis is right or wrong; a test to obtain new data.


Ask: What do you expect to learn from this class?(Responses may vary but should include common properties of living organisms. You may choose to lead adiscussion on general themes that will be covered during this course.)

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1.1. Scientific Ways of Thinking www.ck12.org

Teaching Strategies

Discussion: Introduction to Science

Keep in mind that this lesson can be the first lesson of this class. You may wish to begin with a general discussionto begin to understand your students background, as related to this class. You may ask your students:

1. “What is science?”2. “How is science done?”

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1.2 What Are the Life Sciences?

Standards

• NSES 5-8.A.2.1 NSES 5-8.A.2.2 NSES 5-8.A.2.5; NSES.5-8.C.1.2; NSES.5-8• AAAS.6–8.1.A.2, 3• MCR.NS.1

Key Concepts

Lesson Objectives

• Define Life Science.• Describe how evidence is used to create and support scientific theories.

Lesson Vocabulary

cell theoryAll organisms are composed of cells; cells are the basic units of structure and function in an organism; cellsonly come from preexisting cells.

life scienceThe study of living organisms, and how they interact with each other and their environment.

scientific theoryA well-established set of explanations that explain a large amount of scientific information.

theory of evolutionTheory developed by Charles Darwin that explains how populations of organisms can change over time.

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Teaching Strategies

Discussion: Theory

Discuss with students the meaning of the word “theory.” The word “theory” has a very different meaning in dailylife than it does in science. Ask students if they know what that difference is, and make sure they understand that ascientific theory is based on evidence and testing that supports the explanation. Scientific theories are so we

Differentiated Instruction: Word Wall

Post the lesson vocabulary on the board or wall. This will have students understand that this class will incorporatemany academic vocabulary words. Pair native English speakers with ELLs. Ask students what they think thedefinitions are, then have the class find the definitions in the FlexBook. Have the students write the vocabularywords and definitions into their notebooks.

Enrichment: Create a Poster

Have students examine the tables in the What are the Life Sciences section. Have the students create a posterdepicting what they envision a life science subspeciality or field is. Post the posters around the classroom.

Reinforce and Review

Review Questions

Have students answer the Review Questions that are listed at the end of the lesson in their FlexBook.

• Sample answers to these questions will be provided upon request. Please send an email to [email protected] to request sample answers.

Review Questions with Sample Answers

1. What do all fields of life science have in common? (All fields of the life sciences examine features of living, orpreviously living, organisms.)

2. What are the three characteristics of evidence? (Scientific evidence must be empirical - based on observation, nottheory; be measurable; have an effect on something.)

3. What is the goal of science? (To understand and explain the physical world around us.)

Apply Concepts

4. What would you study if you were a biogeographer? (The distribution and diversity of organisms around theworld.)

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5. Why do you think the development of microscopes led to the development of the Cell Theory? (Microscopesallowed scientists to see things that the naked-eye is unable to see, such as cells. Without microscopes, scientistswould not have been able to determine that all living things are made of cells.)

Think Critically

6. What do you think the difference is between a theory and a set of observations? (In science, a theory is an ideathat is well-supported by evidence and testing. Observations are pieces of evidence collected before a theory iswell-supported and tested.)

7. If all cells come from pre-existing cells, where do you think the first cells came from? (This is an open-endedquestion. But students may speculate that cells came from a collection of smaller molecules and evolved over timeto produce cells. Explain to students that this is a question that scientists are still trying to answer.)

Points to Consider

Next we discuss the scientific method.

• How does thinking like a scientist allow us to answer questions about life?• What is the difference between science completed in a laboratory and science completed outside?

Lesson Assessment

Have students complete the Lesson Quiz.

• The lesson quiz and answer key are available upon request. Please send an email to [email protected] request the material.

MS Studying the Life Sciences: Lesson 1.1 and 1.2 Quiz

Name________ Class________ Date________

Multiple Choice

Circle the letter of the correct choice.

1. Examples of the Life Sciences includeA. astrophysics. B. chemistry. C. microbiology. D. geology.

2. Morphology is the study ofA. the form and structure of living organisms. B. the genetic make up of all living organisms. C. the nervoussystem. D. the chemistry of living organisms Molecular biology biology at the molecular level.

3. The Cell Theory states that:A. All organisms are composed of cells. B. Cells are the basic units of structure and function in an organism.C. Cells only come from preexisting cells; life comes from life. D. all of the above

4. Prokaryotic cells haveA. mitochondria. B. nucleus. C. capsule. D. none of the above

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5. A scientific theoryA. can never be altered or revised. B. is similar to a hunch or a guess. C. is a well established and testedexplanations of observations. D. and a hypothesis are the same thing.

6. Which of the following is not true of the theory of evolution.A. Evolution is the process of change in the inherited traits of a population of organisms over time. B.Evolution demonstrates that all living organisms on Earth are descended from common ancestors. C. Thetheory of evolution states that better suited organisms live longer and have an easier time reproducing. D.Evolution explains why all organisms are very similar.

True or False

Write true if the statement is true or false if the statement is false.

_____7. Molecular Biology examines the genetic make up of all living organisms.

_____8. Cells are the basic units of structure and function in an organism.

_____9. All living organisms on Earth are descended from common ancestors.

_____10. A scientific theory is a hunch or a guess.

_____11. To think like a scientist, you would need to base your understanding of the world on evidence, testing andreasoning.

_____12. Modern science is a body of knowledge that is based on observable evidence, experimentation, reasoning,and repeated testing.

_____13. To think like a scientist, you need to be skeptical about and question your common sense.

_____14. The cell theory explains the tremendous diversity and distribution of organisms across Earth.

Fill in the Blanks

Fill in the blank with the term that best completes the sentence.

15. Two cell types are prokaryote and _______________.

16. The “great unifier” of biology is the theory of _________________.

17. _______ science is the study of living organisms and how they interact with each other and their environment.

18. __________ is the process of change in the inherited traits of a population of organisms over time.

19. All organisms are composed of _________.

20. _______________ theories are well established and tested explanations of observations.

21. ______________ is the classification of organisms.

22. Science is a way of knowing about the ___________ world, based on observable evidence, testing predictions,and reasoning.

23. _________ produces theories that allow us to better understand the world and to apply this knowledge to solveproblems.

Short Answer

Answer each question in the space provided.

24. What is one aspect that describes what modern science is?

25. In scientific studies, describe how something is considered to be evidence?

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Answer Key: Lesson 1.1 and 1.2 Quiz

1. C 2. A 3. D 4. C 5. C 6. D

7. False 8. True 9. True 10. False 11. True 12. True 13. True 14. False

15. eukaryote 16. evolution 17. Life 18. Evolution 19. cells 20. Scientific 21. Taxonomy 22. physical 23. Science

24. A way of understanding about the physical world, based on observable evidence, reasoning, and repeated testing,or A body of knowledge that is based on observable evidence, experimentation, reasoning, and repeated testing.

25. Sample answer: Evidence is made up of the observations a scientist makes during an experiment. Evidenceis (1) a direct, physical observation of a thing, a group of things, or of a process over time, (2) usually somethingmeasurable or “quantifiable,” and (3) the result of something.

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1.3. The Scientific Method www.ck12.org

1.3 The Scientific Method

Standards

• SCI.CA.7.IE.7.C SCI.CA.7.LS.7.a, b, c, e;• NSES 5-8.A.1.2, 4, 5, 6, 7; NSES 5-8.A.2.1, 2, 3, 4, 5, 6, 7• AAAS.6–8.1.A.1; AAAS.6–8.1.B.1, 2, 3• MCR.NS.2

Key Concepts

The Scientific Method is used to investigate questions and to solve problems.

Lesson Objectives

• Describe the scientific method as a process.• Explain why the scientific method allows scientists and others to examine the physical world more objectively

than other ways of knowing.• Describe the steps involved in the scientific method.

Lesson Vocabulary

applied scienceThe application of science to practical problems.

basic scienceResearch whose goal is just to find out how the world works, not to solve an urgent problem. Basic researchis the source of most new scientific information and nearly all new theories.

hypothesisA proposed explanation for something that is testable.

scientific methodA careful way of asking and answering questions to learn about the physical world that is based on reason andobservable evidence.

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• What is science?

(Science is a way of knowing about the physical world, based on observable evidence, testing predictions, andreasoning.)

• What is a scientific theory?

(A scientific theory is a well established and tested explanation of observations; produced through repeatedstudies, usually performed and confirmed by many individuals.)

Teaching Strategies

Discussion

Ask students to describe a “science experiment” they have done before? Ask if they followed certain procedures forthose experiments? Ask them to think about what would happen if they did not follow those procedures? Have thislead into a discussion on why the “scientific method” is important.

Using Visuals

Have students examine Figure 1.8. Ask students to make a list of what they would like to know, based on theobservation of Figure 2. Begin a discussion of how they may go about determining what they would like to know.

Differentiated Instruction: Concept Map

Pair less proficient readers with native speakers of English. Have students make concept maps about science and theprocess of science. Be sure to refer students back to the FlexBook for specific examples. Students share their mapsand examples.

Enrichment: Make a Display

The scientific method will be an important theme throughout the course. “How did she do that? How was thatdiscovered? What was the hypothesis? What observations were made? What was the conclusion?” These andsimilar questions could come up practically every day. Ask students who need extra challenges to make a displaydepicting the scientific method. Have them explain their display to the class, and leave the display visible for all tosee throughout the course.

Science Inquiry: Analyze Data

You may wish to write the following on the board, or print and hand out as a worksheet. Scientists working on thequestion of frog deformities have narrowed down their investigations to three possible causes:

1. increased UV radiation2. chemical pollution

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FIGURE 1.1A frog with an extra leg.

3. trematode parasites

To test these causes, scientists:

• reared frogs in ponds with or without atrazine (a herbicide),• in cages with or without trematodes (a parasitic worm),• 3 ponds per treatment,• 4 replicate cages per pond,• 10 tadpoles raised to frog stage per cage.

They found the following data (averages of the 4 cages per pond):

TABLE 1.4:

Treatment % of frogs with deformities (3 ponds)No Atrazine/No Trematodes 0, 0, 0No Atrazine/Trematodes 5, 5, 10Atrazine/No Trematodes 0, 0, 0Atrazine/Trematodes 22, 30, 2

Have students discuss the data in their groups, then answer the following two questions:

1. What does the data demonstrate?2. Is there any evidence related to the effects of atrazine or trematodes on frog development? If so, what is that

evidence?

You can also have the students formulate a hypothesis and a conclusion. You may choose to have a class discussionafter allowing ample time for students to complete the assignment. The discussion may include the experimentaldesign, as well as the hypothesis, results and conclusion.

[Data from: Kiesecker JM. 2002. Synergism between trematode infection and pesticide exposure: A link toamphibian limb deformities in nature? Proc. Nat. Acad. Sci. 99(15): 9900-9904.]


Review the Lesson

Either you or a student(s) leads a discussion to review the lesson. You can use the Lesson Summary from theFlexBook. Clarify any issues and answer any questions students may have.

Online Review

• Biology4kids.com

Teams Review the information about the scientific method online, and then take the online quiz together. http://www.biology4kids.com/files/studies_scimethod.html

Review Questions


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http://www.biology4kids.com/files/studies_scimethod.html


















Recall

1. What does a hypothesis need to include? (A hypothesis must be written in a way that is testable, falsifiable, andmeasurable.)

2. What does "falsifiable" mean? (Falsifiable means that if something is false it’s possible to show that it is false.)

3. List the steps of the Scientific Method. (The Scientific Method Steps include:

Make observations. Identify a question about the observation that you would like to explore. Research whatis already known about your observation. Construct a hypothesis. Test your hypothesis. Analyze your results.Communicate your results.)

Apply Concepts

4. How is a hypothesis different from a theory? (A hypothesis is a proposed explanation of an observation. It is usedto test an idea. A theory is a well-established explanation of an observation; it has already undergone testing andwell supported by evidence.)

5. A doctor treats a patient with HIV with a new anti-viral drug. Is this an example of basic or applied science?(Applied science)

Think Critically

6. What does a scientist do if their research contradicts previous theories or popular knowledge?

(Theories and knowledge are altered to be consistent with evidence from the research.)

7. A field scientist studies mice and observes that mice in the desert have fewer offspring (children) than mice inthe forest. She hypothesizes that mice in the desert have access to less water and therefore have fewer offspring toconserve the much-needed resource. Is this a testable hypothesis? Why or why not? (Yes and no. It can becauseit can be tested using evidence, it can be falsified, it can provide measurable results, but it does not exactly provideyes or no answers. It will be hard to figure out if mice definitely have fewer offspring because they have accessto less water. The experiment would have to be designed so that water intact will be consistently measured for thehypothesis to give yes or no answers.)

Points to Consider

• How do you think scientific “tools” can help scientists?• What do you think is one of the more common tools of the life scientist?

Lesson Assessment



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MS Studying the Life Sciences: Lesson 1.3 Quiz

Name___________________ Class______________ Date__________

Multiple Choice


1. What process allows scientists to “conduct” science in a uniform fashion?A. the scientific method B. the scientific theory C. the scientific analysis D. the scientific hypothesis

2. Imagine that you are involved in a study to investigate pond life. While collecting water samples, you notice afrog with five legs instead of four. This is an example of a(n)

A. hypothesis. B. result. C. observation. D. conclusion.

3. How do scientists communicate their results?A. They may write write articles for scientific journals. B. They may give talks at large scientific meetings. C.They may discuss their results with other scientists. D. all of the above

4. “The percentage of deformed frogs in five ponds that are heavily polluted with a specific chemical X is higher thanthe percentage of deformed frogs in five ponds without chemical X.” This statement is an example of a hypothesisbecause it is

A. testable. B. can be proved wrong. C. is measurable. D. all of the above

5. “Pesticide levels in two sets of ponds are statistically different.” This is an example ofA. a scientific theory. B. a hypothesis. C. a conclusion. D. data.

6. A hypothesis is aA. well-established set of explanations. B. proposed explanation. C. made up theory. D. careful way of askingand answering questions.

7. Scientific articles includeA. the questions from the research. B. the methods from the research. C. the conclusions from the research.D. all of the above.

True or False


_____8. A good hypothesis can be proved wrong.

_____9. The goal of basic science is to understand how things work.

_____10. The scientific theory is an inquiry process used to investigate the physical world using observable evidenceand testing.

_____11. If a hypothesis is proved false, it ccan be revised.

_____12. A scientific theory is a well-established explanation of an observation.

_____13. Understanding the structure of a cell is basic science.

_____14. An experiment should produce measurable results that can be collected and analyzed.

_____15. The knowledge from applied science is used in basic science.

Fill in the Blanks


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16. If a hypothesis and ______________ are well designed, the results will indicate whether your hypothesis is trueor false.

17. A hypothesis is a proposed ____________ that allows you to make predictions about what ought to happen.

18. As a scientist, after you make an observation, you ask a _________________.

19. The ______________________ is an inquiry process used to investigate the physical world using observableevidence and testing.

20. A hypothesis must be ________________.

21. If a hypothesis is _______, the results may be used to construct and test a new hypothesis.

22. The scientific method allows scientists to “conduct” science in a ___________ process.

23. __________ science is the source of most scientific theory and new knowledge.

24. The scientific method is an __________ _________ used to investigate the physical world.

25. A __________ is a well-established explanation of an observation.

Short Answer


26. List the steps, in order, of the scientific method.

27. A scientific hypothesis must be constructed so that certain conditions are met. These conditions are:

Answer Key: Lesson 1.3 Quiz

1. A 2. C 3. D 4. D 5. D 6. B 7. D

8. true 9. true 10. false 11. true 12. true 13. true 14. true 15. false

16. experiment 17. explanation 18. question 19. scientific method 20. testable 21. false 22. uniform 23. Basic 24.inquiry process 25. theory

26.1. Make observations 2. Identify a question you would like to answer about the observation 3. Research: findout what is already known about your observation 4. Form a hypothesis 5. Test the hypothesis 6. Analyzeyour results 7. Communicate your results

27.1. Be tested using evidence. 2. Be falsified (found false/wrong). 3. Provide measurable results. 4. Provideyes or no answers.

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1.4. Tools of Science www.ck12.org

1.4 Tools of Science

Standards

• SCI.CA.7.IE.7.A ; SCI.CA.7.IE.7.E SCI.CA.7.LS.7.a, b, d• NSES.5–8.A.1.3, 4, 8; NSES.5–8.A.2.3, 4; NSES.5–8.E.2.3• AAAS.6–8.1.C.6; AAAS.6–8.11.B.1, 2, 3; AAAS.6–8.12.D.1, 2, 3, 4, 5• MCR.NS.2

Key Concepts

Scientists use tools and new technologies to experiment and collect data as evidence.

Lesson Objectives

• Describe the growing number of tools available to investigate different features of the physical world.• Describe how microscopes have allowed humans to view increasingly small tissues and organisms that were

never visible before.

Lesson Vocabulary

electron microscopeMicroscope used to create high magnification (magnified many times) and high resolution (very clear) images.

microscopeA set of lenses used to look at things too small to be seen by the unaided eye.

microscopyAll the methods for studying things using microscopes.

optical (light) microscopeA microscope that focuses light, usually through a glass lens; used by biologists to visualize small details ofbiological specimens.

scanning acoustic microscopeA microscope that focuses sound waves instead of light.

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scanning electron microscope (SEM)A microscope that scans the surfaces of objects with a beam of electrons to produce detailed images of thesurfaces of tiny things.

transmission electron microscope (TEM)A microscope that focuses a beam of electrons through an object and can make an image up to two milliontimes bigger, with a very clear image ("high resolution").


• What is the scientific method?

(A careful way of asking and answering questions to learn about the physical world that is based on reasonand observable evidence.)

• What is an experiment?

(An experiment is a method to test a hypothesis. Experiments may be done in a laboratory, or they may befield-based experiments.)

Teaching Strategies

Begin by asking students to generate ideas about tools and equipment used in science.

• Ask what kinds of tools they have heard of in the news, experienced at the doctor’s office, or used in scienceexperiences in the past.

• Write the list on the board as they come up with answers. Model some mapping on the board by circling itemssuch as microscope, and then drawing lines out from that to get students to come up with kinds of microscopesthey know about.

• Ask what is the opposite of a microscope? (telescope) and then do the same for kinds of telescopes.• Ask which of these is more useful for life scientists, microscopes or telescopes? Discuss why.

Building Science Skills: Predicting

Show students pictures of scientific models and ask the students to predict how they were/are useful. Possibleexamples of models can be found at these sites:

• James Watson and Francis Crick DNA model http://faculty.ksu.edu.sa/17257/Pictures%20Library/WatsonJames-CrickFrancis.jpg

• Volcano model http://www.dkimages.com/discover/previews/1079/10288979.JPG• Anatomy model http://cache.eb.com/eb/image?id=91885&rendTypeId=4

Differentiated Instruction: Frayer Model

Pair students who may need extra assistance with vocabulary with native English speakers. Assign this vocabularystrategy, which involves students drawing a large box and dividing it into four parts labeled Definition, Drawing,

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http://faculty.ksu.edu.sa/17257/Pictures%20Library/WatsonJames-CrickFrancis.jpg





















http://www.dkimages.com/discover/previews/1079/10288979.JPG
















http://cache.eb.com/eb/image?id=91885&rendTypeId=4















Example, Non-example. Then assign students a vocabulary word and tell them to fill in the parts of the box for thatword.

You may choose to focus on the tools of science, such as various microscopes and models. You may also choose toinclude vocabulary from previous lessons.

Enrichment: Interview a Scientist

For students that may need an extra challenge, ask them to interview a scientist. They can choose a scientist from alocal university or medical school, or a national institution, and send him/her an email asking the scientist to describewhat they do and some of the tools/methods they use. Examples could be:

• UCLA Department of Human Genetics http://www.genetics.ucla.edu/dept/research or a local university sci-ence department.

• The National Cancer Institute, National Institutes of Health http://www.cancer.gov/researchandfunding/intramural

• The San Diego Zoo http://www.sandiegozoo.org/conservation/science Have students present their findings tothe class.


Asking Questions

Have each student turn in a question, on an index card or scrap of paper, he or she has about lesson content. Answer,or review material relevant to, those questions that are asked most frequently.

Review Questions




1. What did van Leeuwenhoek discover when he looked at scum from his own teeth under the microscope? (Bacteria)

2. What does the symbol 10X on the side of a microscope mean? (The lens magnifies the image ten times.)

3. What is a scientific model? (A scientific model is a simplified way of understanding a real situation. A model canbe a physical model, showing the structure of a molecule or the arrangements of planets around the sun, or a simplemathematical relationship expressed as an equation or a graph.)

Apply Concepts

4. Look at the predator/prey (coyote/rabbit) model in Figure 1.23. What does the model predict would happen to therabbit population if you took away all of the coyotes? (The rabbit population would be large.)

Think Critically

5. If you want to describe all of the places on the planet where ants can survive, how would you display thisinformation? (In a map of the world showing all of the locations where ants can survive.)

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http://www.genetics.ucla.edu/dept/research












http://www.cancer.gov/researchandfunding/intramural














http://www.sandiegozoo.org/conservation/science














6. What tool might you use to keep track of where a wolf travels? (A Radiotelemetry device)

Points to Consider

• What hazards may biologists face in the laboratory?• What could be risks may biologists face who complete research outside?• What do you think biologists do to protect themselves?

Lesson Assessment



MS Studying the Life Sciences: Lesson 1.4 Quiz

Name___________________ Class______________ Date__________

Multiple Choice


1. Microscopes were invented aroundA. 1776. B. 1200. C. 1492. D. 1595.

2. The parts of a light microscope includeA. ocular lens. B. adjustment knobs. C. a diaphragm. D. all of the above

3. Some of the first microscopes were made byA. Antoine van Leeuwenhoek. B. Michael Faraday. C. Scopy Micro. D. Ignaz Semmelweis.

4. The first cells were observed byA. Antoine van Leeuwenhoek. B. Michael Faraday. C. Charles Darwin. D. Robert Hooke.

5. Examples of biological equipment includeA. a microscope. B. a thermocycler. C. a computer. D. all of the above

6. Examples of scientific models includeA. Tyra Banks B. a model of planets. C. cells viewed through a microscope. D. a paper airplane.

7. van Leeuwenhoek was the first person to observe under a microscopeA. one-celled organisms. B. sperm. C. bacteria. D. all of the above

True or False


_____8. Using powerful microscopes, scientists can magnify objects to two million times their real size.

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_____9. Electron microscopes are used to create high magnification and high resolution images.

_____10. The first cells were discovered in plants.

_____11. Individual cells can be visualized with a microscope.

_____12. A thermocycler is used to study the movement of seals in the wild.

_____13. The model in Figure 1.25 says that when there are few coyotes, there are few rabbits.

_____14. Scanning electron microscopes use sound waves to scan a specimen.

Fill in the Blanks


15. ____________ electron microscopes allow scientists to map the surfaces of extremely small objects.

16. _________ are often useful to explain observations and to make scientific predictions.

17. _______________ is all the methods for studying things using microscopes.

18. Microscopes let people see that all organisms are made of __________.

19. Most, if not all biologists, will use a computer and a __________________ to record their research.

20. Microscopes are used to look at things that are too ________ to be seen by the unaided eye.

21. Optical and _________ microscopes are the same.

22. A _____________ hood is an example of a piece of biological equipment.

Short Answer


23. Discuss how a model can help a scientist make a prediction.

24. Describe the four kinds of microscopes researchers use.


1. D 2. D 3. A 4. D 5. D 6. B 7. D

8. true 9. true 10. true 11. true 12. false 13. false 14. false

15. Scanning 16. Models 17. Microscopy 18. cells 19. lab notebook 20. small 21. light 22. fume

23. Sample Answer: Some models are used to show the relationship between different variables. For example, themodel that shows when there are few coyotes, there are lots of rabbits and when there are only a few rabbits, thereare lots of coyotes. You could make a prediction, based on this model, that removing all the coyotes from this systemwould result in an increase in rabbits. That’s a prediction that can be tested.

24.1.Light microscopes allow biologists to see small details of biological specimens. The most powerful lightmicroscopes can magnify images up to 2,000 times. 2.Transmission electron microscopes focus a beam ofelectrons through an object and can magnify an image up to two million times with a very clear image.3.Scanning electron microscopes allow scientists to map the surfaces of extremely small objects. Thesemicroscopes slide a beam of electrons across the surface of specimen, producing detailed maps of the shapesof objects. 4.Scanning acoustic microscopes use sound waves to scan a specimen. These microscopes areuseful in biology and medical research.

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1.5 Safety in Scientific Research

Standards

• SCI.CA.7.IE.7.A• NSES 5-8.A.1.4; NSES.5–8.F.1.2• MCR.NS.2

Key Concepts

There are hazards and safety risks associated with doing scientific research. Laws and regulations have beendeveloped to assure the safety of the researchers and the public.

Lesson Objectives

• Recognize how the kind of hazards that a scientist faces depends on the kind of research they do.• Identify some potential risks associated with scientific research.• Identify how safety regulations protect scientists and the environment.

Lesson Vocabulary

biohazardAny biological material, such as infectious material that poses a potential to human health, animal health, orthe environment.

carcinogenAnything that can cause cancer.

field scientistScientists who work outdoors.

teratogenA chemical that causes deformities.


• What is the scientific method?

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1.5. Safety in Scientific Research www.ck12.org

(A careful way of asking and answering questions to learn about the physical world that is based on reasonand observable evidence.)

Teaching Strategies

Discussion: Hazards and Safety

Ask: What hazards could face scientists in the laboratory or in the field? When we go into the lab, will we haverules about handling equipment, chemicals, and protecting ourselves? Why? Do you think there should be laws thatprotect scientists? Is this similar to having rules in our science class?

Have the class focus on the list of potential hazards from the lesson. Make sure the students understand what eachhazard is. Have students write definations for each hazard in their notebooks as you discuss the hazards. Links toimages depicting some of the hazards are below.

• pathogenic (disease-causing) viruses, bacteria or fungi http://emmetcole.files.wordpress.com/2009/02/virus.jpg

• parasites (be careful discussing human parasites so as not to scare some students) http://www.sciencedaily.com/images/2007/07/070716191846-large.jpg

• wild animals http://www.whale-images.com/data/media/2/wild-animals_11.jpg• radioactive materials http://www.ehs.psu.edu/images/rad_sign02.gif http://davidsantoyo.com/yahoo_site_admin

/assets/images/RadioActiveMaterial_Small0.28250009_std.jpg• pollutants in air, water, or soil http://www.peternjenga.com/blogs/greenkenya/wp-content/uploads/2009/03/a

ir-pollution.jpg• toxins• teratogens• carcinogens http://www.rsc.org/images/b514317a-250_tcm18-48745.jpg• radiation

Differentiated Instruction: Think-Pair-Share

Pair ELL students with native speakers to review and discuss lab safety. Below are example sites listing lab safetyrules.

http://nobel.scas.bcit.ca/debeck_pt/science/safety.htm http://www.carnegieinstitution.org/first_light_case/horn/labsafety.html http://www.sanbenito.k12.tx.us/teachers/science_safety/Safety_And_Lab_Rules.html

Have teams of students read through one of the lists. Teams should discuss safety issues to make sure all teammembers understand the issues. This can be followed with a safety quiz. See Reinforce and Review below.

Enrichment: Create a Poster

Students who need additional challenges can create a poster depicting lab safety and its importance. Have thestudents share their posters with the class through an oral presentation. Place posters on classroom walls.

Science Inquiry: Analyze Data

As discussed in this lesson, carcinogens are a potential hazard, with one of the most recognizable carcinogenssmoking. Have students analyze the graph and write a paragraph on what this graph tells us. See the CDC (Centers

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http://emmetcole.files.wordpress.com/2009/02/virus.jpg















http://www.sciencedaily.com/images/2007/07/070716191846-large.jpg


















http://www.whale-images.com/data/media/2/wild-animals_11.jpg
















http://www.ehs.psu.edu/images/rad_sign02.gif












http://davidsantoyo.com/yahoo_site_admin/assets/images/RadioActiveMaterial_Small0.28250009_std.jpg


























http://www.peternjenga.com/blogs/greenkenya/wp-content/uploads/2009/03/air-pollution.jpg























http://www.rsc.org/images/b514317a-250_tcm18-48745.jpg















http://nobel.scas.bcit.ca/debeck_pt/science/safety.htm















http://www.carnegieinstitution.org/first_light_case/horn/labsafety.html



















http://www.sanbenito.k12.tx.us/teachers/science_safety/Safety_And_Lab_Rules.html






















for Disease Control and Prevention) web site (http://www.cdc.gov/NCCDPHP/publications/aag/osh.htm) for moreinformation.

Tobacco use is the single most preventable cause of disease, disability, and death in the United States. For everyperson who dies from smoking, about 20 more people suffer from at least one serious tobacco-related illness.

The harmful effects of smoking do not end with the smoker. More than 126 million nonsmoking Americans,including children and adults, are regularly exposed to secondhand smoke. Even brief exposure can be dangerousbecause nonsmokers inhale many of the same carcinogens and toxins in cigarette smoke as smokers. Secondhandsmoke exposure causes serious disease and death, including heart disease and lung cancer in nonsmoking adultsand sudden infant death syndrome, acute respiratory infections, ear problems, and more frequent and severe asthmaattacks in children.


Review the Lesson

Either you or a student(s) leads a discussion to review the lesson. You can use the Lesson Summary from theFlexBook. Clarify any issues and answer any questions students may have.

Lab Safety Quiz

Have each student complete the safety quiz independently. An example of a safety quiz can be found at: http://www.flinnsci.com/Documents/miscPDFs/Safety_exam_HS.pdf

Review the quiz as a class.

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http://www.flinnsci.com/Documents/miscPDFs/Safety_exam_HS.pdf

















1.5. Safety in Scientific Research www.ck12.org

Review Questions




Recall

1. What kinds of hazards might be found in biology laboratories, but not physics laboratories? (Hazards associatedwith working with living organisms including bacteria and viruses. The answer may include any kind or biohazards.)

2. Who has more freedom to do whatever research they want? Laboratory scientists or field biologists? (Neither.Both laboratory and field biologists are required to follow all of the regulations.)

3. What is a biohazard? (Biological waste that is infectious; something that can be passed on to others.)

4. What is a research permit? (Permission from government or private institutions to conduct specific kinds ofresearch.)

Apply Concepts

5. What are some of the precautions you might take if you were collecting frogs in water you think might bepolluted? (You might wear protective gear, wash yourself thoroughly after handling any frogs, and you could keepfrogs away from any food you eat. Other reasonable ideas are acceptable as well.)

6. Name some possible hazards to field biologists. (Field biologists might need to protect themselves from:

a. Air, water, or soil pollution. b. Infectious agents and parasites. c. Predators and other dangerous animals.)

Think Critically

7. You want to complete field research on the border between the United States and Mexico. Before you begin, whatprecautions should you take? (Scientists need to follow the scientific laws of the country they are in as well as thelaws of the United States, so you will need to receive permission from both countries.)

Points to Consider

• What do you think makes something “alive?”• What does a blade of grass, a fly, and a human have in common?

Lesson Assessment



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1.6 References

1. . A frog with an extraleg.. Public Domain

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http://en.wikipedia.org/wiki/File:Deformed_Frog.gif








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CHAPTER 2 TE MS What is a LivingOrganism?

Chapter Outline2.1 CHARACTERISTICS OF LIVING ORGANISMS

2.2 CHEMICALS OF LIFE

2.3 CLASSIFICATION OF LIVING THINGS

MS What is a Living Organism?

Outline

Pacing the Lessons

Use the Class Periods per Lesson table below as a guide for the time required to teach the lessons of this chapter.

Lab Links

Managing Materials

Common Misconceptions

Additional Web-Based Resources

You may find these additional Web-based resources helpful when teaching this chapter:

Making the FlexBook Flexible

An important advantage of the FlexBook is the ability it gives you, the teacher, to choose the chapters and lessonsthat you think are most important for your own classes. The following information is provided to help you decidewhether to include this chapter or certain lessons in this chapter in your students’ FlexBook. You should also consultthe standards correlation table when selecting chapters and lessons to include in the FlexBook.

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www.ck12.org Chapter 2. TE MS What is a Living Organism?

2.1 Characteristics of Living Organisms

Standards

• SCI.CA.7.LS.1.a• NSES.5-8.C.1.2; NSES.5–8.C.2.1; NSES.5–8.C.3.1; NSES.5–8.C.5.1• AAAS.6–8.5.C.1, 3• MCR.LS.4

Key Concepts

Lesson Objectives

• List the defining characteristics of living things.• List the needs of all living things.

Lesson Vocabulary

cellThe smallest living unit of life; the smallest unit of structure and function of living organisms.

embryoAn animal or plant in its earliest stages of development, before it is born or hatched.

homeostasisMaintaining a stable internal environment despite changes in the environment.

organismA living thing.

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2.1. Characteristics of Living Organisms www.ck12.org


Teaching Strategies


Review Questions




Recall

1. Define the word organism. (A living thing)

2. What are three characteristics of living things? (Grow, Reproduce, Maintain a stable internal environment,Composed of cells.)

Apply Concepts

3. What are a few ways organisms can get the energy they require? (Photosynthesis, eat plants, eat animals,decompose other organisms, absorb food from a host (parasite such as a flea, tapeworm, or bacterium).)

4. What is a cell? (The smallest living unit of life.)

Think Critically

5. Think about fire. Can fire be considered a living thing? Why or why not? (This is an open-ended answer. It growsand develops and fits the other qualities of living things but it is NOT made of cells.)

Points to Consider

• DNA is considered the “instructions” for the cell. What do you think this means?• What kinds of chemicals do you think are necessary for life?• Do you expect that the same chemicals can be in non-living and living things?

Lesson Assessment



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Lesson 2.1 Quiz


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2.2. Chemicals of Life www.ck12.org

2.2 Chemicals of Life

Standards

• SCI.CA.5.PS.1.a, b, d, h• NSES.5–8.B.1.1, 2, 3; NSES.5–8.B.3.5• AAAS.6–8.4.D.1, 6

Key Concepts

Lesson Objectives

• Define matter, element, and atom.• Name the four main classes of organic molecules that are building blocks of life.

Lesson Vocabulary

atomThe simplest and smallest particle of matter that still retains the physical and chemical properties of theelement; the building block of all matter.

atomic numberThe number of protons in an element

carbohydrateNutrient that include sugars, starches, and fiber; give your body energy; class of organic compound.

chemical reactionA process that breaks or forms the bonds between atoms.

compoundAny combination of two or more elements.

electronA negatively charged particle in the atom, found outside of the nucleus.

elementA substance that cannot break down into a simpler substance with different properties.

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enzymeA substance, usually a protein, that speeds up a biochemical reaction.

lipidClass of organic compound that includes fats, oils, waxes and phospholipids; nutrients, such as fats, that arerich in energy.

macromoleculeVery large molecules that make living organisms; includes carbohydrates, lipids, proteins, and nucleic acids.

matterAnything that takes up space and has mass.

moleculeAny combination of two or more atoms.

neutronThe non-charged particle of the atom; located in nucleus of the atom.

nucleic acidClass of organic compound that includes DNA and RNA.

organic compoundCompounds made up of a carbon backbone and associated with living things.

Periodic TableTable that organizes elements according to their unique characteristics, like atomic number, density, boilingpoint, and other values.

productThe end result of a reaction.

proteinOrganic compound made up of smaller molecules called amino acids; performs many functions in the cell.

protonThe positively charged particle of the atom; located in nucleus of the atom.

reactantThe raw ingredients in a chemical reaction.


• What are the main properties of all living things?• What is homeostasis?

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2.2. Chemicals of Life www.ck12.org

Teaching Strategies


Review Questions




Recall

1. What are the 4 main classes of organic compounds? (Carbohydrates, Lipids, Proteins, and Nucleic Acids.)

2. Sugar is what kind of organic compound? (Carbohydrate)

3. What is an atom? (The smallest particle of matter that still retains the properties of the element.)

4. Name a few examples of proteins. (Muscle fibers, enzymes, etc.)

5. Name a few examples of lipids in organisms. (Phospholipids in membranes, steroids, waxes, etc)

6. What are two nucleic acids? (DNA, RNA)

Apply Concepts

7. Would water, with the symbol H2O, be considered an element or a compound? (Compound composed of theelements Hydrogen and Oxygen.)

8. How many types of atoms make up gold? (One, all atoms of an element are the same.)

Think Critically

9. Why do you think you need fats in your diet? (To make cell membranes, long term energy storage, insulation.)

Points to Consider

• Do you expect the genetic information in the DNA of a cow to be the same or different from that in a crow?• If we are all composed of the same chemicals, how do all organisms look so different?• What characteristics would you use to distinguish and classify living things?

Lesson Assessment



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Lesson 2.2 Quiz


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2.3. Classification of Living Things www.ck12.org

2.3 Classification of Living Things

Standards

• SCI.CA.5.IE.6.a; SCI.CA.7.LS.3.d• AAAS.6–8.5.A.1, 3, 4

Key Concepts

Lesson Objectives

• Explain what makes up a scientific name.• Explain what defines a species.• List the information scientists use to classify organisms.• List the three domains of life and the chief characteristics of each.

Lesson Vocabulary

ArchaeaMicroscopic one-celled organisms with no nucleus that tend to live in extreme environments.

bacteriaMicroscopic one-celled prokaryotic organisms (without a nucleus).

binomial nomenclatureThe system for naming species in which the first word is the genus and the second word is the species.

classifyTo organize into groups or categories; scientists classify organisms by their physical features and how closelyrelated they are.

domainThe least specific category of classification.

EukaryaDomain in which cells have a nucleus; includes plants, animals, fungi, and protists.

genusThe first word in the two word name given to every organism.

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speciesA group of individuals that are genetically related and can breed to produce fertile young; the second word inthe two word name given to every organism is the species name.

taxonomyThe science of naming and classifying organisms.


• What are the basic characteristics of life?• What are the four main classes of organic molecules that are building blocks of life?

Teaching Strategies


Review Questions




Recall

1. Who designed modern classification and invented the two-part species name? (Carl Linnaeus)

2. Define a species. (Organisms that can mate with one another to produce fertile offspring.)

3. What kingdoms make up the domain Eukarya? (Fungi, plants, animals, and protists)

4. What is the name for the scientific study of naming and classifying organisms? (Taxonomy)

5. How are organisms given a scientific name? (Binomial nomenclature. The first word is the genus and the secondword is specific to the species.)

Apply Concepts

6. In what domain are humans? (Eukarya)

7. Quercus rubra is the scientific name for the red oak tree. What is the red oak’s genus? (Quercus)

8. In what domain are mushrooms? (Fungi)

9. What information do scientists use to classify organisms? (Physical features and their evolutionary history.)

Think Critically

10. Is it possible for organisms in two different classes to be in the same genus? (No. If they are in the same genusthen they must also be in the same class.)

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11. If molecular data suggests that two organisms have very similar DNA, what does that say about their evolutionaryrelatedness? (The two organisms had a recent common ancestor.)

12. Can two different species ever share the same scientific name? (Each organism has a unique name.)

13. If two organisms are in the same genus, would you expect them to look much alike? (Yes, as genus is one of themore specific classification catagories (species is the most specific), organisms in the same genus would have manyfeatures in common.)

Points to Consider

• This Section introduced the diversity of life on Earth. Do you think it is possible for cells from differentorganisms to be similar even though the organisms look different?

• Do you think human cells are different from bacterial cells?• Do you think it is possible for a single cell to be a living organism?

Lesson Assessment



Lesson 2.3 Quiz


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www.ck12.org Chapter 3. TE MS Cells and Their Structures

CHAPTER 3 TE MS Cells and TheirStructures

Chapter Outline3.1 INTRODUCTION TO CELLS

3.2 CELL STRUCTURES

MS Cells and Their Structures

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3.1. Introduction to Cells www.ck12.org

3.1 Introduction to Cells

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

organA group of tissues that work together to perform a common function.

organ systemA group of organs that work together to perform a common function.

tissueA group of specialized cells that function together.


Teaching Strategies

Review and Reinforce

Review Questions




Recall

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1. What scientific tool was used to first observe cells?(Light microscope)

2. What are the three main parts of the cell theory?(All organisms are composed of cells; Cells are alive and the basic living units of organization in all organisms;All cells come from other cells.)

Apply Concepts

3. Put the following in the correct order from simplest to most complex: organ, cell, tissue, organ system.(Cell, tissue, organ, organ system)

4. What type of microscope would be best for studying the structures found inside of cells?(Transmission electron microscope)

Think Critically

5. According to the cell theory, can we create a new cell in laboratory by putting different molecules together? Whyor why not?

(No, cells can only come from other cells.)

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3.2. Cell Structures www.ck12.org

3.2 Cell Structures

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cell wallProvides strength and protection for the cell; found around plant, fungal, and bacterial cells.

central vacuoleLarge organelle containing water, nutrients, and wastes; can take up to 90% of a plant cell’s volume.

chloroplastThe organelle in which photosynthesis takes place.

chromosomeDNA wound around proteins; forms during prophase of mitosis and meiosis.

cytoplasmAll the contents of the cell besides the nucleus, including the cytosol and the organelles.

cytoskeletonThe internal scaffolding of the cell; maintains the cell shape and aids in moving the parts of the cell.

cytosolA fluid-like substance inside the cell; organelles are embedded in the cytosol.

endoplasmic reticulum (ER)A folded membrane organelle; rough ER modifies proteins and smooth ER makes lipids.

eukaryoteCell belonging to the domain Eukarya (fungi, animals, protists, and plants); has membrane-enclosed nucleusand organelles.

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golgi apparatusThe organelle where proteins are modified, labeled, packaged into vesicles, and shipped.

lysosomerganelle which contains degradative enzymes; breaks down unneeded materials.

mitochondriaOrganelle where cellular respiration occurs; known as the "powerhouse" of the cell because this is the organellewhere the ATP that powers the cell is produced.

nuclear envelopeA double membrane that surrounds the nucleus; helps regulate the passage of molecules in and out of thenucleus.

nucleusMembrane enclosed organelle in eukaryotic cells that contains the DNA; primary distinguishing featurebetween a eukaryotic and prokaryotic cell; the information center, containing instructions for making all theproteins in a cell, as well as how much of each one.

organelleSmall structure found in cells; has specialized functions; many are membrane-bound, such as mitochondria,plastids, and vacuoles. Membrane-bound organelles are found only in eukaryotic cells.

plasma membraneSurrounds the cell; made of a double layer of specialized lipids, known as phospholipids, with embeddedproteins; regulates the movement of substances into and out of the cell; also called the cell membrane.

plasmidSmall circular piece of DNA; found in prokaryotic cells.

prokaryoteA microscopic single-celled organism, including bacteria and cyanobacteria; does not have a nucleus with amembrane or other specialized organelles.

ribosomeThe cell structure on which proteins are made; not surrounded by a membrane; found in both prokaryotic andeukaryotic cells.

rough endoplasmic reticulumThe part of the ER with ribosomes attached; proteins can be modified in the rough ER before they are packedinto vesicles for transport to the golgi apparatus.

semipermeableAllowing only certain materials to pass through; characteristic of the cell membrane.

smooth endoplasmic reticulumPart of the ER that does not have ribosomes attached; where lipids are synthesized.

vesicleSmall membrane-enclosed sac; transports proteins around a cell or out of a cell.

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Teaching Strategies


Review Questions




Recall

1. What are the two basic types of cells?(prokaryotic and eukaryotic)

2. What are organelles?(Organelles are compartments within a cell where specilized functions occur.)

3. Discuss the main differences between prokaryotic cells and eukaryotic cells.(Prokaryotic cells are much smaller and simpler than eukaryotic cells; eukaryotic cells can be considered tobe “specialized” and contain membrane-bound organelles. Prokaryotic cells are surrounded by a cell wall. Inprokaryotic cells the DNA forms a single large circle that coils up on itself. Eukaryotic cells have a nucleuswith numerous chromosomes.)

Apply Concepts

4. What is the plasma membrane and what is its role?(The plasma membrane is a double layer of phospholipids lipids along with many special proteins. Thefunction of the plasma membrane is to control what goes in and out of the cell. The plasma membrane givesthe cell an inside that is separate from the outside world.)

5. Why is the mitochondria known as the powerhouse of the cell?(The mitochondria is known as the powerhouse because it creates ATP which is used as energy for cellfunctions.)

Think Critically

6. Why does photosynthesis not occur in animal cells?(As animal cells lack chloroplasts, the organelle in which photosynthesis occurs, this process cannot occur inanimal cells.)

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www.ck12.org Chapter 4. TE MS Cell Functions

CHAPTER 4 TE MS Cell FunctionsChapter Outline

4.1 TRANSPORT

4.2 PHOTOSYNTHESIS

4.3 CELLULAR RESPIRATION

MS Cell Functions

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4.1. Transport www.ck12.org

4.1 Transport

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

active transportThe movement of a molecule from an area of lower concentration to an area of higher concentration; requiresa carrier protein and energy.

concentrationThe amount of a substance in relation to the volume.

diffusionMovement of molecules from an area of high concentration to an area of low concentration; does not requireenergy.

hypertonic solutionHaving a higher solute concentration than the cell; cell will lose water by osmosis.

hypotonic solutionHaving a lower solute concentration than the cell; cell will gain water by osmosis.

isotonic solutionA solution in which the amount of dissolved material is equal both inside and outside the cell; no net gain orloss of water.

osmosisDiffusion of water across a membrane.

passive transportMovement of molecules from an area of higher concentration to an area of lower concentration; does notrequire energy.

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phospholipidA lipid molecule with a hydrophilic head and two hydrophobic tails; makes up the cell membrane.

selectively permeableSemipermeable; property of allowing only certain molecules to pass through the cell membrane.


Teaching Strategies


Review Questions




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4.2. Photosynthesis www.ck12.org

4.2 Photosynthesis

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

chlorophyllGreen pigment in leaves; helps to capture solar energy.

photosynthesisThe process by which specific organisms (including all plants) use the sun’s energy to make their own foodfrom carbon dioxide and water; process that converts the energy of the sun, or solar energy, into carbohydrates,a type of chemical energy.

stomataSpecial pores in leaves; carbon dioxide enters the leaf and oxygen exits the leaf through these pores.

stromaFluid in the chloroplast interior space; surrounds the thylakoids.

thylakoidFlattened sacs within the chloroplast; formed by the inner membranes.


Teaching Strategies

Review Questions



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4.3 Cellular Respiration

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

aerobic respirationCellular respiration in the presence of oxygen.

alcoholic fermentationFermentation in the absence of oxygen; produces ethyl alcohol (drinking alcohol) and carbon dioxide; occursin yeasts.

anaerobic respirationCellular respiration in the absence of oxygen; fermentation.

ATPA usable form of energy inside the cell; adenosine triphosphate.

cellular respirationThe process in which the energy in food is converted into energy that can be used by the body’s cells; in otherwords, glucose is converted into ATP.

fermentationAnaerobic respiration in which NAD+ is recycled so that is can be reused in the glycolysis (the breakdown ofglucose) process.

lactic acid fermentationAnaerobic respiration that recycles NAD+ for glycolysis (the breakdown of glucose); occurs in animals andsome bacteria and fungi.

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Teaching Strategies


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www.ck12.org

CHAPTER 5 TE MS Cell Division,Reproduction, and DNA

Chapter Outline5.1 CELL DIVISION

5.2 REPRODUCTION

5.3 DNA, RNA, AND PROTEIN SYNTHESIS

MS Cell Division, Reproduction, and DNA

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www.ck12.org Chapter 5. TE MS Cell Division, Reproduction, and DNA

5.1 Cell Division

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

anaphaseThird phase of mitosis and meiosis (anaphase I and anaphase II) where sister chromatids separate and moveto opposite sides of the cell.

cancerA disease in which abnormal cells divide out of control.

cell cyclePhases in the "life" of eukaryotic cells that leads to cell division.

chromatinComplex of DNA and proteins; visible when a cell is not dividing.

cytokinesisDivision of the cytoplasm after mitosis or meiosis.

daughter cellCells that divide from the parent cell after mitosis or meiosis.

interphaseStage of the cell cycle when DNA is synthesized and the cell grows; composed of the first three phases of thecell cycle.

metaphaseSecond phase of mitosis and meiosis (metaphase I and metaphase II) where the chromosomes are aligned inthe center of the cell.

mitosisSequence of steps in which a nucleus is divided into two daughter nuclei, each with an identical set ofchromosomes.

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parent cellCell that divides into daughter cells after mitosis or meiosis.

prophaseInitial phase of mitosis and meiosis (prophase I and prophase II) where chromosomes condense, the nuclearenvelope dissolves and the spindle begins to form.

sister chromatidsThe two identical molecules of DNA in a chromosome after the DNA is replicated.

spindleFibers that move chromosomes during mitosis and meiosis.

telophaseFinal phase of mitosis and meiosis (telophase I and telophase II) where a nuclear envelop forms around eachof the two sets of chromosomes.


Teaching Strategies


Review Questions




Recall

1. In what phase of mitosis are chromosomes moving toward opposite sides of the cell? (Anaphase)

2. In what phase of mitosis do the duplicated chromosomes condense? (Prophase)

3. What step of the cell cycle is the longest? (Interphase)

4. What is the term for the division of the cytoplasm? (cytokinesis)

5. What happens during the S stage of interphase? (The DNA is replicated (copied))

Applying Concepts

6. Interphase used to be considered the “resting” stage of the cell cycle. Why is this not correct? (A lot is happeningduring interphase: DNA is replicated, organelles double, cell grows, etc.)

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7. What are some reasons that cells divide? (Development and growth, and to replace worn-out or injured cells.}

8. During what stage of the cell cycle does the cell double in size? (G1 of interphase)

9. Why must cell division be tightly regulated? Unregulated cell division can lead to cancer.

Critical Thinking

10. What would happen if the cells in your liver stopped going through the process of mitosis?

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5.2 Reproduction

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

alleleAn alternative form of a gene.

asexual reproductionA form of reproduction in which a new individual is created by only one parent.

binary fissionAn asexual form of reproduction where a cell splits into two daughter cells.

crossing-overExchange of DNA segments between homologous chromosomes; occurs during prophase I of meiosis.

cross-pollinationSexual reproduction in plants where sperm from the pollen of one flower is received by the ovary of anotherflower.

dioeciousHaving a separate male and female sex.

diploidWhen a cell has two sets of chromosomes.

external fertilizationReproduction where the eggs are fertilized outside the body.

gameteHaploid sex cell; egg or sperm

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gonadOrgan that produces gametes, such as the ovaries and testes.

haploidWhen a cell has only one set of chromosomes, typical of a gamete.

internal fertilizationReproduction that occurs through the internal deposit of gametes.

meiosisNuclear division that results in haploid gametes.

ovariesFemale reproductive organs that produce eggs and secrete estrogen.

parthenogenesisReproduction where an unfertilized egg develops into a new individual.

sexual reproductionReproduction where gametes from two parents combine to make an individual with an unique set of genes.

testesMale reproductive organs that produce sperm and secrete testosterone.

zygoteCell that forms when a sperm and egg unite; the first cell of a new organism.


Teaching Strategies


Review Questions



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Recall

1. What is parthogenesis? (When an unfertilized egg grows into a new organism.)

2. During what phase of meiosis do homologous chromosomes separate? (anaphase of meiosis I)

3. What is the purpose of meiosis? (To form gametes with half the chromosomes of the parent cell.}

4. In what phase of meiosis do homologous chromosomes pair up? (prophase of meiosis I)

Applying Concepts

5. Explain how organisms reproduce asexually. parthenogenesis, fission, stem cuttings, etc.}

6. Explain how birds fertilize their eggs. (Birds fertilize their eggs by touching cloacas. This is called internalfertilization.)

7. How do most plants reproduce sexually? (The transfer of sperm from the pollen from one flower to anotherflower’s ovary.)

8. Compare and contrast the process of mitosis and the process of meiosis. (Mitosis produces body cells and meiosisproduces sex cells. Mitosis produces 2 cells that are genetically identical to each other and to the parent cells.Meiosis produces 4 cells that are not genetically identical to each other or to the parent cell)

Critical Thinking

9. How would sexual reproduction in a lizard be different than in a fish? (Lizards live on land and must have sometype of internal fertilization, while fish have external fertilization.)

10. What is the advantage of sexual reproduction over asexual reproduction? (Genetic recombination (geneticvariation) can result in beneficial (adaptive) new traits.)

11. If an organism has 12 chromosomes in its cells, how many chromosomes will be in its gametes? (6)

(If you liver cells became damaged, your cells would not be able to reproduce and your liver would eventually breakdown.)

11. What do you think might happen if mitosis could NOT stop happening to the cells in your brain? (Uncontrollablecell division is most often caused by cancer, and it may result in the formation of a tumor.)

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5.3 DNA, RNA, and Protein Synthesis

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

amino acidThe units that combine to make proteins.

DNADeoxyribonucleic acid; a nucleic acid that is the genetic material of all organisms.

DNA replicationThe synthesis of new DNA; occurs during the S phase of the cell cycle.

double helixThe shape of DNA; a double spiral, similar to a spiral staircase.

geneThe inherited unit of DNA that encodes for one protein (or one polypeptide).

mutagenA chemical or physical agent that can cause changes to accumulate in DNA.

mutationA change in the nucleotide sequence of DNA.

nucleotideThe units that make up DNA; consists of a 5-carbon sugar, a phosphate group, and a nitrogen-containing base.

RNAThe nucleic acid that carries the information stored in DNA to the ribosome.

semiconservative replicationDescribes how the replication of DNA results in two molecules of DNA, each with one original strand andone new strand.

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5.3. DNA, RNA, and Protein Synthesis www.ck12.org

transcriptionThe synthesis of a RNA that carries the information encoded in the DNA.

translationThe synthesis of proteins as the ribosome reads each codon in RNA, which code for a specific amino acid.


Teaching Strategies


Review Questions




Recall 1. What is a nucleotide made out of? (A sugar, a phosphate group, and a nitrogen-containing base.)

2. Describe the process of DNA replication. (The DNA “unzips” and each strand serves as a template for a newstrand of DNA.)

3. What is made in the process of transcription? (RNA)

4. What is made in the process of translation? (Proteins)

5. Name a mutagen. (Chemicals in tobacco smoke)

Applying Concepts

6. Translate the following segment of DNA into RNA: AGTTC (UCAAG}

7. Write the complimentary DNA nucleotides to this strand of DNA: GGTCCA (CCAGGT)

8. Nucleotides are subunits of which two macromolecules? (DNA and RNA)

9. Amino acids are subunits that make up what macromolecule? (Protein)

10. How does RNA encode for proteins? (Each set of three RNA nucleotides (codon) codes for a specific aminoacid in the protein.)

Critical Thinking

11. How does a mutation in a strand of DNA affect translation and transcription? (A mutation in DNA may causeRNA to be transcripted incorrectly, and that incorrect RNA may result in incorrect transcription which will causea different or mutated protein to be produced. Alternatively, the mutation in DNA may be so small or insignificantthat it may not result in a mutated protein.)

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12. Given the DNA sequence, ATGTTAGCCTTA, what is the mRNA sequence? What is the amino acid sequence?(RNA Sequence: UAC AAU CGG AAU; Amino Acids: Tyrosine-Asparagine-Arginine-Asparagine)

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www.ck12.org

CHAPTER 6 TE MS GeneticsChapter Outline

6.1 GREGOR MENDEL AND THE FOUNDATIONS OF GENETICS

6.2 MODERN GENETICS

6.3 HUMAN GENETICS

6.4 GENETIC ADVANCES

MS Genetics

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www.ck12.org Chapter 6. TE MS Genetics

6.1 Gregor Mendel and the Foundations ofGenetics

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

dominantMasks the expression of the recessive trait.

F1 generationThe first filial generation; offspring of the P or parental generation.

F2 generationThe second filial generation; offspring from the self-pollination of the F1 generation.

geneticsThe study of inheritance.

Punnett squareVisual representation of a genetic cross that helps predict the expected ratios in the offspring, first describedby Reginald C. Punnett in the early 20th century.

recessiveExpression is masked by the dominant factor (allele); only expressed if both factors are recessive.

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Teaching Strategies


Review Questions




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6.2 Modern Genetics

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

codominanceA pattern of inheritance where both alleles are equally expressed.

genotypeThe genetic makeup of a cell or organism, defined by certain alleles for a particular trait.

heterozygousHaving two different alleles for a particular trait.

homozygousHaving identical alleles for a particular trait.

incomplete dominanceA pattern of inheritance where the offspring has a phenotype that is halfway between the two parents’ pheno-types.

phenotypeThe physical appearance that is a result of the genotype.

polygenic inheritanceA pattern of inheritance where the trait is controlled by many genes and each dominant allele has an additiveeffect.

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6.2. Modern Genetics www.ck12.org


Teaching Strategies


Review Questions




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6.3 Human Genetics

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

autosomesThe chromosomes other than the sex chromosomes.

pedigreeA chart which shows the inheritance of a trait over several generations.

sex-linked inheritanceThe inheritance of traits that are located on genes on the sex chromosomes.

sex-linked traitA trait that is due to a gene located on a sex chromosome, usually the X-chromosome.


Teaching Strategies


Review Questions



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6.4 Genetic Advances

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cloningCreating an identical copy of a gene, or an an individual with the same genes.

gene therapyThe insertion of genes into a person’s cells to cure a genetic disorder.

Human Genome ProjectInternational effort to sequence all the base pairs in human DNA; completed in 2003.

plasmidSmall circular piece of DNA; found in prokaryotic cells.

recombinant DNADNA formed by the combination of DNA from two different sources, such as placing a human gene into abacterial plasmid.

somatic cellA body cell; not a gamete.

transformationThe process by which bacteria pick up foreign DNA and incorporate it in their genome.

vectorAn organism that carries pathogens from one person or animal to another.

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6.4. Genetic Advances www.ck12.org


Teaching Strategies


Review Questions




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www.ck12.org Chapter 7. TE MS Evolution

CHAPTER 7 TE MS EvolutionChapter Outline

7.1 MS EVOLUTION

7.2 EVOLUTION BY NATURAL SELECTION

7.3 EVIDENCE OF EVOLUTION

7.4 MACROEVOLUTION

7.5 HISTORY OF LIFE ON EARTH

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7.1. MS Evolution www.ck12.org

7.1 MS Evolution

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7.2 Evolution by Natural Selection

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

acquired traitA feature that an organism gets during its lifetime in response to the environment (not from genes); not passedon to future generations through genes.

adaptationA beneficial trait that helps an organism survive in its environment.

artificial selectionOccurs when humans select which plants or animals to breed to pass specific traits on to the next generation.

evolutionThe process in which something passes to a different stage, such as a living organism turning into a moreadvanced or mature organism; the change of the inherited traits of a group of organisms over many generations.

Galápagos IslandsA group of islands in the Pacific Ocean off South America; known for unusual animal life. Many scientists,including Charles Darwin, made many discoveries that led to and support the theory of evolution by naturalselection, while studying the plants and animals on these islands.

inherited traitsFeatures that are passed from one generation to the next.

natural selectionCauses beneficial heritable traits to become more common in a population, and unfavorable heritable traitsbecome less common.

traitA feature or characteristic of an organism; for example, your height, hair color, and eye shape are physicaltraits.

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7.2. Evolution by Natural Selection www.ck12.org


Teaching Strategies


Review Questions




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7.3 Evidence of Evolution

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

embryologyThe study of how organisms develop.

fossilThe preserved remains or traces of animals, plants, and other organisms from the distant past; examplesinclude bones, teeth, impressions, and leaves.

fossil recordFossils and the order in which fossils appear; provides important records of how species have evolved, dividedand gone extinct.

genomeAll of the genes in an organism.

paleontologistsScientists who study fossils to learn about life in the past.

radiometric datingA method to determine the age of rocks and fossils in each layer of rock; measures the decay rate of radioactivematerials in each rock layer.

vestigial structureBody part that, through evolution, has lost its use, such as a whale’s pelvic bones.

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7.3. Evidence of Evolution www.ck12.org


Teaching Strategies


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7.4 Macroevolution

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

allopatric speciationSpeciation that occurs when groups from the same species are geographically isolated physically for longperiods.

behavioral isolationThe separation of a population from the rest of its species due to some behavioral barrier, such as havingdifferent mating seasons.

evolutionary treeDiagram used to represent the relationships between different species and their common ancestors.

geographic isolationThe separation of a population from the rest of its species due to some physical barrier, such as a mountainrange, an ocean, or great distance.

macroevolutionBig evolutionary changes that result in new species.

microevolutionSmall changes in inherited traits; does not lead to the creation of a new species.

populationA group of organisms belonging to the same species, that live in the same area, and interact with one another.

reproductive isolationAllopatric and sympatric speciation; isolation due to geography or behavior, resulting in the inability toreproduce.

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7.4. Macroevolution www.ck12.org

speciationThe creation of a new species; either by natural or artificial selection.

sympatric speciationSpeciation that occurs when groups from the same species stop interbreeding, because of something other thanphysical separation, such as behavior.


Teaching Strategies


Review Questions




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7.5 History of Life on Earth

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

Cambrian explosionA sudden burst of evolution that may have been triggered by an environmental change(s); made the environ-ment more suitable for a wider variety of life forms; occurred during the Cambrian Period.

extinctSomething that does not exist anymore; a group of organisms that has died out without leaving any livingrepresentatives.

geologic time scaleA time scale used to describe when events happened in the history of Earth.

mass extinctionAn extinction when many species go extinct during a relatively short period of time.

stromolitesFossils made of algae and a kind of bacteria; some of the oldest fossils on Earth.

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7.5. History of Life on Earth www.ck12.org


Teaching Strategies


Review Questions




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www.ck12.org Chapter 8. TE MS Prokaryotes

CHAPTER 8 TE MS ProkaryotesChapter Outline

8.1 BACTERIA

8.2 ARCHAEA

MS Prokaryotes

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8.1. Bacteria www.ck12.org

8.1 Bacteria

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

bacilliRod-shaped bacteria or archaea.

chemotrophOrganism that obtains energy by oxidizing compounds in their environment.

cocciSphere-shaped bacteria or archaea.

conjugationThe transfer of genetic material between two bacteria.

cyanobacteriaPhotosynthetic bacteria.

decomposerOrganism that break down wastes and dead organisms and recycle their nutrients back into the environment.

flagellum (plural flagella)A tail-like structure that projects from the cell body of certain prokaryotic and eukaryotic cells, and it usuallyfunctions in helping the cell move.

nucleoidThe prokaryotic DNA consisting of a condensed single chromosome.

peptidoglycanComplex molecule consisting of sugars and amino acids that makes up the bacterial cell wall.

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www.ck12.org Chapter 8. TE MS Prokaryotes

spirilliSpiral-shaped bacteria or archaea.

transductionTransfer of DNA between two bacteria; occurs with the aid of a virus (bacteriophage).


Teaching Strategies


Review Questions




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8.2. Archaea www.ck12.org

8.2 Archaea

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

halophilesOrganisms that live and thrive in very salty environments.

methanogensOrganisms that live in swamps or in the guts of cows and termites and release methane gas.

thermophilesOrganisms that live in very hot environments, such as near volcanoes and in geysers.


Teaching Strategies


Review Questions




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www.ck12.org Chapter 9. TE MS Protists and Fungi

CHAPTER 9 TE MS Protists and FungiChapter Outline

9.1 PROTISTS

9.2 FUNGI

MS Protists and Fungi

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9.1. Protists www.ck12.org

9.1 Protists

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

autotrophOrganism that produces complex organic compounds from simple inorganic molecules using a source ofenergy such as sunlight.

ciliaFinger-like projects from the cells; can be found from the cells of mucous membranes.

filter-feederAn organism that feeds by filtering organic matter out of water.

heterotrophOrganism which obtains carbon from outside sources.

protistEukaryotic organism that belongs to the kingdom Protista; not a plant, animal or fungi.

protozoaAnimal-like protists.

pseudopodiaA moving fake foot; the cell surface extends out a membrane and the force of this membrane propels the cellforward.

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Teaching Strategies


Review Questions




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9.2. Fungi www.ck12.org

9.2 Fungi

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

buddingAsexual reproduction in which part of the body of a fungus, for example, grows and breaks off, eventuallybecoming a new organism.

chitinA nitrogen-containing material found in the cell wall of fungi; also found in the shells of animals such asbeetles and lobsters.

fruiting bodySpecialized structure used in sexual reproduction; part of the fungus that produces the spores.

hyphaeThread-like structures which interconnect and bunch up into mycelium; helps bring food, such as a worm,inside the fungus.

mycelial fragmentationAsexual reproduction involving splitting off of the mycelia; a fragmented piece of mycelia can eventuallyproduce a new colony of fungi.

myceliumHelp the fungi absorb nutrients from living hosts; composed of hyphae.

mycorrhizal symbiosisA relationship between fungi and the roots of plants where both benefit; the plant provides sugar to the fungus;the fungi provides minerals and water to the roots of the plant.

parasiteThe organism that benefits in a relationship between two organisms in which one is harmed.

sporeThe basic reproductive unit of fungi.

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CHAPTER 10 TE MS PlantsChapter Outline

10.1 INTRODUCTION TO PLANTS

10.2 SEEDLESS PLANTS

10.3 SEED PLANTS

10.4 PLANT RESPONSES

MS Plants

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www.ck12.org Chapter 10. TE MS Plants

10.1 Introduction to Plants

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

alternation of generationsA lifecycle that alternates between a haploid gametophyte and a diploid sporophyte; characteristic of plants.

angiospermsPlants with vascular tissue, seeds, and flowers.

cuticleWaxy layer that aids water retention in plants.

gametophyteHaploid generation of the alternation of generations life cycle; produces gametes.

gymnospermsSeed plant where seeds are not enclosed by a fruit.

nonvascular plantsPlants that do not have vascular tissue to conduct food and water.

phloemVascular tissue that carries the sugars made during photosynthesis (in the leaves) to other parts of the plant.

seedless vascular plantsPlants with vascular tissue but no seeds.

sporophyteDiploid generation of the alternation of generations; produces haploid spores.

vascular tissueTissues that conduct food, water, and nutrients in plants.

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xylemVascular tissue responsible for the transport of water and nutrients from the roots to the rest of the plant.


Teaching Strategies


Review Questions




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10.2 Seedless Plants

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

club mossesSeedless vascular plants that resemble mosses.

fernsSeedless vascular plants that have large, divided fronds.

hornwortsSeedless nonvascular plants with hornlike sporophytes.

horsetailsSeedless vascular plants with hollow, rigid stems.

liverwortsSeedless nonvascular plants that can have flattened bodies resembling a liver.

mossesSeedless nonvascular plants with tiny stem-like and stem-like structures.

sporangiumCapsule, formed by the sporophyte, which releases spores.

whisk fernsSeedless nonvascular plants with tiny stem-like and stem-like structures.

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10.3 Seed Plants

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

antherThe pollen-containing structure in a flower.

calyxThe sepals collectively; outermost layer of the flower.

carpelFemale portion of the flower; consists of stigma, style, and ovary.

complete flowersFlowers that contain all four structures: sepals, petals, stamens, and one or more carpels.

conifersGroup of gymnosperms that bear cones; includes spruces, pine, and fir trees.

corollaThe petals of a flower collectively are known as the corolla.

dormantHalting growth and development temporarily.

ginkgoTree known as the living fossil because it is the only species left in the phylum Ginkgophyta.

incomplete flowersFlowers that are missing one or more structures: sepals, petals, stamens, or carpels.

ovaryEnlarged part of the carpel where the ovules are contained.

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sepalsOutermost layer of the flower that is usually leaf-like and green.

stamenThe part of the flower consisting of a filament and an anther that produces pollen.

stigmaThe knoblike section of the carpel where the pollen must land for fertilization to occur.


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10.4 Plant Responses

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

abscisic acidPlant hormone involved in maintaining dormancy and closing the stomata.

apical dominanceSuppressing the growth of the side branches of a plant.

auxinPlant hormone involved in tropisms and apical dominance.

cytokininsPlant hormone involved in cell division.

ethylenePlant hormone involved in fruit ripening and abscission.

gibberellinsPlant hormone involved in seed germination and stem elongation.

gravitropismPlant growth towards or away from the pull of gravity.

hormonesChemical messengers that signal responses to stimuli.

phototropismPlant growth towards or away from light.

thigmotropismDifferential plant growth in response to contact with an object.

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tropismPlant growth response towards or away from a stimulus.


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www.ck12.org Chapter 11. TE MS Introduction to Invertebrates

CHAPTER 11 TE MS Introduction toInvertebrates

Chapter Outline11.1 OVERVIEW OF ANIMALS

11.2 SPONGES AND CNIDARIANS

11.3 WORMS

MS Introduction to Invertebrates

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11.1. Overview of Animals www.ck12.org

11.1 Overview of Animals

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

bilateral symmetryBody plan in which the left and right side are mirror images.

complete digestive tractA digestive tract with two openings, a mouth and anus.

incomplete digestive tractA digestive tract with only one opening.

invertebrateAnimal without a backbone.

radial symmetryA body plan in which any cut through the center results in two identical halves.

segmentationA body plan that has repeated units or segments.

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11.2. Sponges and Cnidarians www.ck12.org

11.2 Sponges and Cnidarians

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cnidariansInvertebrates that have radial symmetry; includes the jellyfish.

coralsCnidarians that live on ocean reefs in colonies.

gastrovascular cavityA large cavity having both digestive and circulatory functions.

medusaCnidarian with a bell-shaped body, with the mouth and tentacles facing downward, such as a jellyfish.

nematocystsSpecialized cells in cnidarians that can release a small thread-like structure and toxins to capture prey.

polypCnidarian with a cup-shaped body directed upward.

sessilePermanently attached and not freely moving.

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11.3. Worms www.ck12.org

11.3 Worms

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cephalizationHaving a head region with a concentration of sensory organs and central nervous system.

hydroskeletonFluid-filled body cavity that provides support for muscle contraction.

tapewormsIntestinal parasites in the phylum Platyhelminthes.


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Lab

Survey of Some Invertebrates

In this lab you will observe some examples of the invertebrates, those animals that do not have a backbone. Thehydras are in the phylum Cnidaria. The Dugesia are in the phylum Platyhelminthes, the flatworms. The earthwormis in the phylum Annelida.

Materials:

• compound and dissecting microscopes• slides and cover slips• pipettes• watch glass• culture of living hydra• Dugesia• construction paper• preserved earthworms• dissection kits

Procedure:

1. Hydra

a. With a pipette, pull up some of the material from the bottom of the culture dish. Then squeeze a coupleof drops onto a clean slide and cover with a cover slip. Observe your hydra under the microscope andsketch one below.

2. Dugesia

a. With a pipette, place a couple Dugesia on a clean watch glass. Observe under the dissecting microscope.Sketch below, labeling the eyespots, auricles, and gastrovascular cavity.

b. With a dark piece of paper, cover half the watch glass. Do the Dugesia seem to prefer the shade or thelight? Movement in response to light is called phytotaxis.

3. Earthworm

a. Find the clitellum. What is its function?b. Touch the ventral side of the worm to feel the setae. What are their function?c. Lay the worm on the dissecting tray with the dorsal side up. Using the forceps and the scissors, carefully

cut open the worm along a straight line from the clitellum to the mouth. Make sure to just cut the skin soyou do not damage the internal organs. Sketch your worm below and label the following: aortic arches,crop, gizzard, pharynx, dorsal blood vessel, intestine, ventral nerve cord, and seminal vesicles.

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CHAPTER 12TE MS Other InvertebratesChapter Outline

12.1 MOLLUSKS

12.2 ECHINODERMS

12.3 ARTHROPODS

12.4 INSECTS

MS Other Invertebrates

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12.1 Mollusks

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

mantleA fold of outer skin lining the shell of mollusks; releases calcium carbonate that is used to create the externalshell.

nacreThe iridescent inner shell layer produced by some bivalves, some gastropods, and some cephalopods; alsoknown as mother of pearl.

pearlThe hard, round object produced within the mantle of a living shelled mollusk.

radulaA molluscan feeding structure, composed mostly of chitin.


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12.2 Echinoderms

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

nerve netInterconnected neurons that send signals in all directions.

water vascular systemA network of fluid-filled canals; functions in gas exchange, feeding, and also in locomotion.


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12.3. Arthropods www.ck12.org

12.3 Arthropods

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

carapaceThe thick dorsal shield seen in many crustaceans; often forms a protective chamber for the gills.

cephalothoraxThe anterior part of the arachnid body, derived from the fusion of the head and thorax.

gangliaA compact group of nerve cells having a specific function.

gastric millA gizzard-like structure for grinding food.

moltingThe process by which arthropods shed their hard exoskeleton in order to grow.

pedipalpsThe second pair of arachnid appendages used for feeding, locomotion, and/or reproductive functions.

silkA thin, strong, protein strand extruded from the spinnerets; most commonly found on the end of the abdomenof spiders.

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12.4. Insects www.ck12.org

12.4 Insects

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

exocuticleThe thin and waxy water resistant outer layer of the cuticle.

homingThe ability of an insect to return to a single hole among many other apparently identical holes, after a long tripor after a long time.

larvaeYoung or non-adult insects.

metamorphosisThe process by which insects transform from an immature or young insect into an adult insect.

nymphsA developmental stage of insects, where the young is usually similar to the adult.

oviviparousA method of reproduction where the young hatch after the eggs have been laid.

parasitoidsSpecies whose immature stages develop on or within a single insect host, ultimately killing the host.

pheromonesChemicals secreted by animals, especially insects, that influence the behavior or development of others withinthe same species.

pupaInsect metamorphosis stage in which wing development begins.

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spiraclesOpenings on the sides of the insect abdomen, through which air is taken in.

spongingThe ability of an insect mouthpart to absorb liquid food.


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CHAPTER 13TE MS Fishes, Amphibians,and Reptiles

Chapter Outline13.1 INTRODUCTION TO VERTEBRATES

13.2 FISHES

13.3 AMPHIBIANS

13.4 REPTILES

MS Fishes, Amphibians, and Reptiles

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www.ck12.org Chapter 13. TE MS Fishes, Amphibians, and Reptiles

13.1 Introduction to Vertebrates

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

craniuma braincase

endostyleUsed to gather food particles and move them along the digestive tract.

notochordA hollow nerve cord along the back.


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13.2. Fishes www.ck12.org

13.2 Fishes

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

aquacultureThe raising of aquatic plants and animals, especially seaweed, shellfish and other fish.

barbelA thin fleshy structure on the external part of the head, such as the jaw, mouth or nostrils, of certain fishes.

cartilaginous skeletonA skeleton made of bone-like material called cartilage.

ectothermiccold-blooded; temperature depends on the temperature of their environment.

pineal eyeAn eye-like structure that develops in some cold-blooded vertebrates.

placoidPlate-like, as in the scales of sharks.

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13.3. Amphibians www.ck12.org

13.3 Amphibians

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

convergent adaptationThe appearance of similar traits in groups of animals that are evolutionarily unrelated to each other.

ecdysisThe ability to regenerate lost limbs, as well as other body parts.

hyoid boneA U-shaped bone at the root of the tongue; in salamanders it is used to help catch prey.

tympanumEquivalent to the middle ear; used in hearing.

valarian respirationRespiration in which the capillary beds are spread throughout the epidermis, so that gases can be exchangedthrough the skin.


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13.4. Reptiles www.ck12.org

13.4 Reptiles

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

amniotesVertebrates whose embryos are surrounded by an amniotic membrane.

nictitating membraneA third transparent eyelid.

poikilothermicCold-blooded; without the ability to independently warm the blood.


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www.ck12.org Chapter 14. TE MS Birds and Mammals

CHAPTER 14TE MS Birds and MammalsChapter Outline

14.1 BIRDS

14.2 MAMMALS

14.3 PRIMATES AND HUMANS

MS Birds and Mammals

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14.1. Birds www.ck12.org

14.1 Birds

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

aerofoilA surface which is designed to aid in lifting or controlling by making use of the air currents through which itmoves.

altricialNewborn that are helpless at birth and require much parental care.

monogamousA mating system where the couple pair for the duration of the breeding season, or sometimes for a few yearsor until one mate dies.

polygamousA mating system in which where there is more than one mate.

precocialNewborn that are independent at birth or hatching and require little parental care.

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14.2. Mammals www.ck12.org

14.2 Mammals

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

haremA group of females followed or accompanied by a fertile male; this male excludes other males access to thegroup.

mammary glandsSpecialized sweat glands that produce milk.

marsupialA type of mammal where the female has an abdominal pouch or skin fold within which are mammary glandsand a place for raising the young.

monotremesA group of mammals that lays eggs and feeds their young by “sweating” milk from patches on their bellies.

neocortexSite of the cerebral cortex where most of higher brain functions occur.

placentalA type of mammal that has a placenta that nourishes the fetus and removes waste products.

sexual dimorphismExtreme difference between the sexes.

viviparyA reproductive system in most mammals and some reptiles and fish, in which living young are produced ratherthan eggs laid.

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14.3. Primates and Humans www.ck12.org

14.3 Primates and Humans

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

hybridThe offspring of different species, genera, varieties or breeds.

omnivorousEating both plant and animal material.

pentadactylHaving five fingers or toes.

quadrupedalfour-footed


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Micro-Lab: Matching Adaptations of Teeth and Limbs in Mammals with their re-spective Diets and Habitats

Estimated time: 15 minutes

Materials:

1. Tray of actual, or illustrations of, various mammal teeth, numbered, and Pictures of animals eating:

• Incisors – cutting and nipping (herbivores, like cows, have well-developed incisors for cutting grass)• Premolars – shearing and grinding (herbivores, like cows, have flat premolars and molars for grinding vegeta-

tion)• Canines – piercing (carnivores, like lions, have long and strong canines.)

2. Tray of actual, or illustrations of, various mammalian limbs, numbered (for feet, could also show cast of track, tosee if students can match the track with the actual foot type) and pictures of habitats or actual animals, lettered:

• Toe ending in claws – tiger (climbing and running)• Toes with hooves – horses and cows (running)• Fins – aquatic mammals (swimming)• Wings – bats (flying)• Highly mobile limbs – monkeys (climbing in trees)

3. Answer sheets, listing numbered mammal teeth and limbs

Directions:

One group of students examines the tray of mammal teeth and pictures of diets and indicates on the answer sheetthe correct matches. The other group of students examines the tray of mammal limbs and pictures of habitats andsimilarly matches these up with the correct answers.

Links to websites with pictures of mammal teeth and/or limbs: Teeth:

http://www.vinsweb.org/education/elf/units/tas.html

http://www.teachersdomain.org/resources/tdc02/sci/life/stru/jaws/index.html

Teeth and Limbs:

http://www.acornnaturalists.com/Mammal-Activities-C227.aspx

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CHAPTER 15TE MS Behavior of AnimalsChapter Outline

15.1 UNDERSTANDING ANIMAL BEHAVIOR

15.2 TYPES OF ANIMAL BEHAVIOR

MS Behavior of Animals

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www.ck12.org Chapter 15. TE MS Behavior of Animals

15.1 Understanding Animal Behavior

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

animal behaviorAny way that animals act, either alone or with other animals.

conditioningWay of learning that involves a reward or punishment.

habituationLearning to get used to something that is not dangerous, after being exposed to it for awhile.

innate behaviorAny behavior that occurs naturally in all animals of a given species.

insight learningLearning from past experiences and reasoning.

instinctAny behavior that occurs naturally in all animals of a given species; another term for an innate behavior.

learned behaviorBehavior that occurs only after experience or practice.

observational learningLearning by watching and copying the behavior of someone else.

reflex behaviorsThe only truly innate behaviors in humans, occurring mainly in babies.

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www.ck12.org Chapter 15. TE MS Behavior of Animals

15.2 Types of Animal Behavior

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

biological clockTiny structure in the brain that controls circadian rhythms.

circadian rhythmsAn organism’s daily cycles of behavior.

communicationAny way that animals share information.

cooperationWorking together with others for the common good.

courtship behaviorsSpecial behaviors that help attract a mate.

display behaviorFixed set of actions that carries a specific message.

hibernationState in which an animal’s body processes are slower than usual.

languageUse of symbols or sounds to communicate.

matingPairing of an adult male and female to produce young.

migrationMovement of animals from one place to another; often seasonal.

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15.2. Types of Animal Behavior www.ck12.org

social animalsAnimals that live in groups with other members of their species.


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www.ck12.org Chapter 16. TE MS Skin, Bones, and Muscles

CHAPTER 16 TE MS Skin, Bones, andMuscles

Chapter Outline16.1 ORGANIZATION OF YOUR BODY

16.2 THE INTEGUMENTARY SYSTEM

16.3 THE SKELETAL SYSTEM

16.4 THE MUSCULAR SYSTEM

MS Skin, Bones, and Muscles

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16.1. Organization of Your Body www.ck12.org

16.1 Organization of Your Body

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cardiovascular systemThe organ system that is made up of the heart, the blood vessels, and the blood.

connective tissueTissue that is made up of different types of cells that are involved in structure and support of the body; includesblood, bone, tendons, ligaments, and cartilage.

epithelial tissueA tissue that is composed of layers of tightly packed cells that line the surfaces of the body; examples ofepithelial tissue include the skin, the lining of the mouth and nose, and the lining of the digestive system.

feedback regulationControl of a biological process based on the effect of a stimulus.

muscular tissueTissue that is composed of cells that have filaments that move past each other and change the size of the cell.There are three types of muscle tissue: smooth muscle, skeletal muscle, and cardiac muscle.

negative feedback loopWhen the response to a stimulus decreases the effect of the original stimulus.

nervous tissueTissue composed of nerve cells (neurons) and related cells.

positive feedback loopWhen the response to a stimulus increases the original stimulus.

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16.2. The Integumentary System www.ck12.org

16.2 The Integumentary System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

dermisThe layer of skin directly under the epidermis; made of a tough connective tissue that contains the proteincollagen.

epidermisThe outermost layer of the skin; forms the waterproof, protective wrap over the body’s surface; made up ofmany layers of epithelial cells.

integumentary systemThe outer covering of the body; made up of the skin, hair, and nails.

keratinTough, waterproof protein that is found in epidermal skin cells, nail, and hair.

melaninThe brownish pigment that gives skin and hair their color.

oil glandSkin organ that secretes an oily substance, called sebum, into the hair follicle.

sunburnA burn to the skin that is caused by overexposure to UV radiation from the sun’s rays or tanning beds.

sweat glandGland that opens to the skin surface through skin pores; found all over the body; secretes sweat.

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16.3. The Skeletal System www.ck12.org

16.3 The Skeletal System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

ball and socket jointJoint structure in which the ball-shaped surface of one bone fits into the cuplike depression in another bone;examples include the shoulder and hip joints.

bone marrowSoft connective tissue found inside many bones; site of blood cell formation.

cartilageSmooth covering found at the end of bones; made of tough collagen protein fibers; creates smooth surfacesfor the easy movement of bones against each other.

fractureBone injury, often called a break; usually caused by excess bending stress on bone.

gliding jointJoint structure that allows one bone to slide over the other; examples includes the joints in the wrists andankles.

hinge jointJoint structure in which the ends of bones are shaped in a way that allows motion in two directions only(forward and backward); examples include the knees and elbows.

jointPoint at which two or more bones meet.

ligamentFibrous tissue that connects bones to other bones; made of tough collagen fibers.

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movable jointMost mobile type of joint; the most common type of joint in the body.

pivot jointJoint structure in which the end on one bone rotates within a ring-type structure which can be made partly ofbone and partly of ligament.

skeletal systemBody system that is made up of bones, cartilage, and ligaments.

skeletonSturdy scaffolding of bones and cartilage that is found inside vertebrates.

sprainA ligament injury; usually caused by the sudden overstretching of a joint which causes tearing.


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16.4. The Muscular System www.ck12.org

16.4 The Muscular System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

aerobic exercisesTypes of exercises that cause the heart to beat faster and allow the muscles to obtain energy to contract byusing oxygen.

anaerobic exerciseTypes of exercises that involve short bursts of high-intensity activity; forces the muscles to obtain energy tocontract without using oxygen.

cardiac muscleAn involuntary and specialized kind of muscle found only in the heart.

contractionShortening of muscle fibers.

extensorThe muscle that contracts to cause a joint to straighten.

flexorThe muscle that contracts to cause a joint to bend.

involuntary muscleA muscle that a person cannot consciously control; cardiac muscle and smooth muscle are involuntary.

muscle fibersLong, thin cells that can contract; also called muscle cells.

muscular systemThe body system that allows movement.

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physical fitnessThe ability of your body to carry out your daily activities without getting out of breath, sore, or overly tired.

skeletal muscleThe muscle that is usually attached to the skeleton.

smooth muscleInvoluntary muscle found within the walls of organs and structures such as the esophagus, stomach, intestines,and blood vessels.

strainAn injury to a muscle in which the muscle fibers tear because the muscle contracts too much or contractsbefore the muscle is warmed up.

tendonA tough band of connective tissue that connects a muscle to a bone.

voluntary muscleA muscle that a person can consciously control; skeletal muscle is voluntary.


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CHAPTER 17 TE MS Food and theDigestive System

Chapter Outline17.1 FOOD AND NUTRIENTS

17.2 CHOOSING HEALTHY FOODS

17.3 THE DIGESTIVE SYSTEM

MS Food and the Digestive System

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www.ck12.org Chapter 17. TE MS Food and the Digestive System

17.1 Food and Nutrients

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

calorieUnit used to measure the energy in food.

essential amino acidsAmino acids that must come from the proteins in foods; you cannot make these amino acids.

mineralsChemical elements that are needed for body processes.

nutrientsChemicals in food that your body needs.

starchLarge, complex carbohydrate; found in foods such as vegetables and grains; broken down by the body intosugars that provide energy.

trans fatManufactured fat that is added to certain foods to keep them fresher for longer.

vitaminsSubstances that the body needs in small amounts to function properly.

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17.1. Food and Nutrients www.ck12.org


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17.2 Choosing Healthy Foods

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

ingredientA specific item that a food contains.

main ingredientThe ingredient that is present in the food in the greatest amount.

MyPlateVisual representation of the relative daily portions of various food groups; replaced MyPyramid in 2011.

MyPyramidDiagram that shows how much you should eat each day of foods from six different food groups.

nutrition facts labelThe label on packaged food that shows the nutrients in the food.

obesityHaving a very high percentage of body fat; obese people are at least 20 percent heavier than their healthyweight range.

serving sizeTells you how much of the food you should eat to get the nutrients listed on the label.

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17.3 The Digestive System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

absorptionProcess in which substances are taken up by the blood; after food is broken down into small nutrient molecules,the molecules are absorbed by the blood.

chemical digestionDigestion in which large food molecules are broken down into small nutrient molecules.

digestionProcess of breaking down food into nutrients.

digestive systemBody system that breaks down food, absorbs nutrients, and gets rid of solid food waste.

duodenumThe first part of the small intestine; where most chemical digestion takes place.

esophagusThe narrow tube that carries food from the throat to the stomach.

food allergiesA condition in which the immune system reacts to harmless substances in food as though they were harmful.

ileumThe third part of the small intestine; covered with villi; the few remaining nutrients are absorbed in the ileum.

jejunumThe second part of the small intestine; where most nutrients are absorbed into the blood; lined with tiny“fingers” called villi.

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17.3. The Digestive System www.ck12.org

large intestineThe relatively wide tube between the small intestine and anus where excess water is absorbed from food waste.

mechanical digestionDigestion in which large chunks of food are broken down into small pieces.

small intestineThe narrow tube between the stomach and large intestine where most chemical digestion and absorption ofnutrients take place.

stomachThe sac-like organ at the end of the esophagus where proteins are digested.

villiContain microscopic blood vessels; nutrients are absorbed into the blood through these tiny vessels; locatedon the jejunum and the ileum.


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www.ck12.org Chapter 18. TE MS Cardiovascular System

CHAPTER 18 TE MS CardiovascularSystem

Chapter Outline18.1 INTRODUCTION TO THE CARDIOVASCULAR SYSTEM

18.2 HEART AND BLOOD VESSELS

18.3 BLOOD

18.4 HEALTH OF THE CARDIOVASCULAR SYSTEM

MS Cardiovascular System

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18.1. Introduction to the Cardiovascular System www.ck12.org

18.1 Introduction to the Cardiovascular System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

arteriesBlood vessels that carry blood away from the heart.

bloodA body fluid that is a type of connective tissue; moves oxygen and other compounds throughout the body.

capillariesThe smallest and narrowest blood vessels in the body.

lymphatic systemA network of vessels and tissues that carry a clear fluid called lymph; includes lymph nodes, lymph ducts, andlymph vessels.

plasmaThe straw-colored fluid in blood; about 90 percent water and about 10 percent dissolved proteins, glucose,ions, hormones, and gases.

pulmonary circulationThe part of the cardiovascular system which carries oxygen-poor blood away from the heart to the lungs, andreturns oxygen-rich blood back to the heart.

systemic circulationThe portion of the cardiovascular system which carries oxygen-rich blood away from the heart to the body,and returns oxygen-poor blood back to the heart.

veinsBlood vessels that carry blood back to the heart.

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18.2. Heart and Blood Vessels www.ck12.org

18.2 Heart and Blood Vessels

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

atrioventricular (AV) valvesValves that stop blood from moving from the ventricles back into the atria.

atriumOne of the two small, thin-walled chambers on the top of the heart that blood first enters.

semilunar (SL) valvesFound in the arteries leaving the heart; prevents blood flowing back from the arteries into the ventricles.

valvesIn the heart; keep the blood flowing in one direction.

ventricleOne of the two muscular V-shaped chambers that pump blood out of the heart.


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18.3. Blood www.ck12.org

18.3 Blood

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

ABO blood type systemBlood group system that is determined by the presence or absence of certain molecules, called antigens, onthe surface of red blood cells (RBCs); there are four blood types in the ABO system: A, B, AB, and O.

antibodyProtein that identifies pathogens or other substances as being harmful; can destroy pathogens by attaching tothe cell membrane of the pathogen.

blood clottingThe complex process by which blood forms solid clots.

fibrinA tough protein that forms strands during the blood clotting process.

hemoglobinProtein that moves oxygen throughout the blood.

hemophiliaA group of hereditary diseases that affect the body’s ability to control blood clotting.

leukemiaCancer of the blood or bone marrow; characterized by an abnormal production of blood cells, usually whiteblood cells.

lymphomaCancer of white blood cells called lymphocytes.

plateletsFragments of larger cells that are important in blood clotting.

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red blood cellsFlattened disk-shaped cells that carry oxygen, the most common blood cell in the blood. Mature red bloodcells do not have a nucleus.

sickle cell diseaseA blood disease that is caused by abnormally-shaped blood protein hemoglobin.

universal donorA person with type O positive blood; type O red blood cells do not have any antigens on their membranes andso would not cause an immune reaction in the body of a recipient.

universal recipientA person with type AB positive blood; the blood plasma of AB blood does not contain any anti-A or anti-Bantibodies. People with type AB blood can receive any ABO blood type.

white blood cellsNucleated blood cells that are usually larger than red blood cells; defend the body against infection by bacteria,viruses, and other pathogens.


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18.4. Health of the Cardiovascular System www.ck12.org

18.4 Health of the Cardiovascular System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

anginaChest pain caused by the lack of oxygen to the heart muscle; can happen during times of stress or physicalactivity.

atherosclerosisA chronic inflammation of the walls of arteries that causes swelling and a buildup of material called plaque.

blood pressureThe force exerted by circulating blood on the walls of blood vessels.

cardiovascular disease (CVD)Any disease that affects the cardiovascular system, although the term is usually used to describe diseases thatare linked to atherosclerosis.

coronary heart diseaseThe end result of the buildup of plaques within the walls of the coronary arteries.

heart attackEvent that occurs when the blood supply to a part of the heart is blocked.

hypertensionAlso called high blood pressure; a condition in which a person’s blood pressure is always high; the systolicblood pressure is always 140 mm Hg or higher, and/or their diastolic blood pressure is always 90 mm Hg orhigher.

plaqueCell pieces made up of fatty substances, calcium, and connective tissue that build up around the area ofinflammation; builds up on the lining of blood vessels.

strokeA loss of brain function due to a blockage of the blood supply to the brain.

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CHAPTER 19 TE MS Respiratory andExcretory Systems

Chapter Outline19.1 THE RESPIRATORY SYSTEM

19.2 HEALTH OF THE RESPIRATORY SYSTEM

19.3 THE EXCRETORY SYSTEM

MS Respiratory and Excretory Systems

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www.ck12.org Chapter 19. TE MS Respiratory and Excretory Systems

19.1 The Respiratory System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

alveoliLittle sacs at the end of the bronchioles where most of the gas exchange occurs.

diaphragmA sheet of muscle that extends across the bottom of the rib cage.

epiglottisA flap of connective tissue that closes over the trachea when food is swallowed; prevents choking or inhalingfood.

exhalationPushing air out of the body through the nose or mouth.

external respirationThe movement of oxygen into the body and carbon dioxide out of the body.

gas exchangeThe movement of oxygen across a membrane and into the blood and the movement of carbon dioxide out ofthe blood.

inhalationTaking air into the body through the nose and mouth.

internal respirationThe exchange of gases between the blood and the cells of the body.

larynxFound just below the point at which the pharynx splits into the trachea and the esophagus. Your voice comesfrom your larynx; air from the lungs passes across thin membranes in the larynx and produces sound; alsocalled the voicebox.

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pharynxA long tube that is shared with the digestive system; both food and air pass through the pharynx.

respirationThe process of getting oxygen into the body and releasing carbon dioxide.

respiratory systemThe organ system that allows oxygen to enter the body and carbon dioxide to leave your body.

tracheaA long tube that leads down to the chest where it divides into the right and left bronchi in the lungs; also calledthe windpipe.


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19.2 Health of the Respiratory System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

allergenA substance that triggers an allergy.

asthmaA chronic illness in which the bronchioles are inflamed and become narrow.

bronchitisAn inflammation of the bronchi.

chronic diseaseA disease that lasts for a long time, perhaps a few years or longer.

chronic obstructive pulmonary disease (COPD)A disease of the lungs in which the airways become narrowed; leads to a limitation of the flow of air to andfrom the lungs causing shortness of breath.

emphysemaA chronic lung disease caused by loss of elasticity of the lung tissue.

environmental tobacco smoke (ETS)Secondhand smoke, which greatly increases the risk of lung cancer and heart disease in nonsmokers.

lifestyle diseaseA disease that is caused by choices that people make in their daily lives.

lung cancerA disease where the cells that line the lungs grow out of control; the growing mass of cells pushes into nearbytissues and can affect how these tissues work.

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pathogenA disease causing agent.

pneumoniaAn illness in which the alveoli become inflamed and flooded with fluid.

respiratory diseaseA disease of the lungs, bronchial tubes, trachea, nose, and/or throat.

tuberculosis (TB)A common and often deadly infectious disease caused by a type of bacterium called mycobacterium.


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19.3 The Excretory System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

antidiuretic hormone (ADH)Hormone that controls the absorption of water back into blood.

excretionThe process of removing wastes from the body.

excretory systemThe organ system that maintains homeostasis by keeping the correct balance of water and salts in your body;also helps to release wastes from the body.

kidneyOrgan that filters and cleans the blood and forms urine; also maintains the volume of body fluids, maintainsthe balance of salt ions in body fluids, and excretes harmful metabolic by-products such as urea, ammonia,and uric acid.

kidney dialysisThe process of artificially filtering the blood of wastes; a patient’s blood is sent through a filter that removeswaste products and the clean blood is returned to the body.

kidney failureWhen the kidneys are not able to regulate water and chemicals in the body or remove waste products from theblood.

kidney stoneStones formed when certain mineral wastes in urine crystallize; may be found anywhere in the urinary system.

nephronTiny, tube-shaped filtering unit found inside each kidney.

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ureaA nitrogen-containing molecule that is made when foods containing protein, such as meat, poultry, and certainvegetables, are broken down in the body.

ureterTube-shaped structure that brings urine from the kidneys to the urinary bladder.

urethraStructure through which urine leaves the body.

urinary bladderOrgan that collects the urine which comes from the kidneys.

urinary systemThe organ system that makes, stores, and gets rid of urine.

urinary tract infection (UTI)Bacterial infections of any part of the urinary tract.

urinationThe process of releasing urine from the body.

urineA liquid that is formed by the kidneys when they filter wastes from the blood; contains mostly water and alsodissolved salts and nitrogen-containing molecules.


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www.ck12.org Chapter 20. TE MS Controlling the Body

CHAPTER 20TE MS Controlling the BodyChapter Outline

20.1 THE NERVOUS SYSTEM

20.2 EYES AND VISION

20.3 OTHER SENSES

20.4 HEALTH OF THE NERVOUS SYSTEM

MS Controlling the Body

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20.1. The Nervous System www.ck12.org

20.1 The Nervous System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

autonomic nervous systemPart of the motor division that carries nerve impulses to internal organs and glands.

axonPart of a neuron that receives nerve impulses from the cell body and passes them on to other cells.

brainControl center of the nervous system that is located inside the skull.

brain stemPart of the brain that controls basic body functions, such as breathing, heartbeat, and digestion.

cell bodyPart of a neuron that contains the nucleus and other organelles.

central nervous systemPart of the nervous system that includes the brain and spinal cord.

cerebellumPart of the brain that controls body position, coordination, and balance.

cerebrumPart of the brain that controls awareness and voluntary movements.

dendritePart of a neuron that receives nerve impulses from other cells and passes them on to the cell body.

motor divisionDivision of the peripheral nervous system that carries messages from the central nervous system to internalorgans, glands, and muscles.

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motor neuronNeuron that carries nerve impulses from the central nervous system to internal organs, glands, or muscles.

nerveBundle of individual nerve cells.

nerve impulseElectrical signal that is transmitted by neurons.

nervous systemBody system that controls all the other systems of the body.

neuronNerve cell that carries electrical messages.

neurotransmitterChemical that carries nerve impulses from the axon of one neuron to the dendrite of the next neuron.

parasympathetic divisionDivision of the autonomic nervous system that controls body processes under nonemergency conditions.

peripheral nervous systemAll the nerves of the body that lie outside the central nervous system.

sensory divisionDivision of the peripheral nervous system that carries messages from the sense organs and internal organs tothe central nervous system.

sensory neuronNeuron that carries nerve impulses from sense organs or internal organs to the central nervous system.

somatic nervous systemPart of the motor division that carries nerve impulses to muscles that control voluntary body movements.

spinal cordLong, tube-shaped bundle of neurons that carry nerve impulses back and forth between the body and brain.

sympathetic divisionDivision of the autonomic nervous system that prepares the body for fight or flight in emergencies.

synapsePlace where the axon of one neuron meets the dendrite of another neuron.

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20.2 Eyes and Vision

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

corneaClear, protective covering on the outside of the eye that helps focus light.

irisColored structure at the front of the eye.

lensClear, curved structure in the eye that focuses light on the retina.

myopiaision problem in which nearby objects are clear but distant objects look blurry; also called nearsightedness.

pupilBlack opening in the iris that lets light enter the eye.

retinaLayer of light-sensing cells that covers the back of the eye.

visible lightElectromagnetic radiation that humans can detect with their eyes.

visionThe ability to see light.

wavelengthThe distance from any point on one wave to the same point on the next wave.

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20.3 Other Senses

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

anvilSecond of three tiny bones that pass vibrations through the ear.

cochleaLiquid-filled structure in the ear that senses vibrations and generates nerve impulses in response.

earSense organ that detects sound.

ear canalTube-shaped opening in the ear that carries sound waves to the eardrum.

eardrumMembrane in the ear that vibrates when sound waves hit it.

hammerFirst of three tiny bones that pass vibrations through the ear.

hearingThe ability to sense sound.

oval windowMembrane in the ear that passes vibrations from the stirrup to the cochlea.

pinnaOuter part of the ear that gathers sound waves.

reflex arcPath of nerve impulses that bypass the brain for a quicker response.

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semicircular canalsLiquid-filled part of the ear that senses changes in position and generates nerve impulses in response.

stirrupLast of three tiny bones that pass vibrations through the ear.

taste budsTiny bumps on the tongue that contain taste neurons.

touchThe sense of pain, pressure, or temperature.


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20.4 Health of the Nervous System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

concussionBruise on the surface of the brain; the mildest and most common type of brain injury.

drugAny chemical substance that affects the body or brain.

drug abuseUse of a drug without the advice of a doctor or for reasons other than those for which the drug was intended.

drug addictionCondition in which a drug takes over people’s lives and they cannot stop using the drug even if they want to.

drug overdoseTaking so much of a drug that it causes serious illness or death.

hallucinogenic drugPsychoactive drug that can cause strange sensations, perceptions, and thoughts.

paralysisInability to feel or move parts of the body.

physical dependenceCondition in which drug abusers need a drug to feel well physically.

stimulant drugPsychoactive drug that speeds up the nervous system.

toleranceCondition in which people need to take more of a drug to feel the same effects as when they first started usingthe drug.

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tumorMass of cells that grow out of control; associated with cancer.

withdrawalSymptoms like vomiting, diarrhea, or depression that can occur when people stop using a drug.


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www.ck12.org Chapter 21. TE MS Diseases and the Body’s Defenses

CHAPTER 21 TE MS Diseases and theBody’s Defenses

Chapter Outline21.1 INFECTIOUS DISEASES

21.2 NONINFECTIOUS DISEASES

21.3 FIRST TWO LINES OF DEFENSE

21.4 IMMUNE SYSTEM DEFENSES

MS Diseases and the Body’s Defenses

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21.1. Infectious Diseases www.ck12.org

21.1 Infectious Diseases

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

AIDSAcquired immune deficiency syndrome, which is a fatal condition caused by the human immunodeficiencyvirus (HIV).

HIVThe human immunodeficiency virus, which causes AIDS.

infectious diseaseA disease that spreads from person to person.


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21.2 Noninfectious Diseases

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

allergyA condition that occurs when the immune system attacks a harmless foreign substance.

autoimmune diseaseA disease that occurs when the immune system attacks the body’s own cells.

diabetesA disease in which the pancreas cannot make enough insulin.

noninfectious diseaseDisease that does not spread from person to person.

type 1 diabetesThe type of diabetes that occurs when the immune system attacks normal cells of the pancreas.

type 2 diabetesType of diabetes that occurs when body cells no longer respond to insulin.

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21.3 First Two Lines of Defense

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

feverHigher than normal body temperature.

inflammationReaction causing redness, warmth, and pain that occurs at the site of an infection or injury.

mucusSticky, moist substance that coats mucous membranes.

phagocytesA type of white blood cells that travel to sites of inflammation and destroy pathogens and debris.

phagocytosisThe process by which phagocytes engulf and destroy pathogens or debris.


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21.4 Immune System Defenses

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

antigenAny protein that triggers an immune response; usually a foreign protein, unlike any protein that the bodymakes.

immune responseThe specific third line of defense against pathogens; involves the immune system.

immune systemSystem that protects the body from pathogens and other causes of disease.

immunityAbility to resist a pathogen because cells of the immune system remember the pathogen from a previousinfection or vaccination.

lymphYellowish fluid that leaks out of tiny vessels into spaces between cells in tissues.

lymph nodesSmall, oval structures located along lymphatic vessels that filter pathogens from lymph.

lymphocytesType of white blood cells involved in an immune response.

vaccinationDeliberate exposure to a pathogen in order to bring about immunity without causing disease.

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www.ck12.org Chapter 22. TE MS Reproductive Systems and Life Stages

CHAPTER 22 TE MS ReproductiveSystems and Life Stages

Chapter Outline22.1 MALE REPRODUCTIVE SYSTEM

22.2 FEMALE REPRODUCTIVE SYSTEM

22.3 REPRODUCTION AND LIFE STAGES

22.4 REPRODUCTIVE SYSTEM HEALTH

MS Reproductive Systems and Life Stages

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22.1. Male Reproductive System www.ck12.org

22.1 Male Reproductive System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

epididymisMale reproductive organ where sperm mature and are stored until they leave the body.

semen"Milky" liquid that contains sperm and secretions of glands; passes through the urethra and out of body.

spermmale gametes or sex cells

testosteroneThe main sex hormone in males.


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22.2. Female Reproductive System www.ck12.org

22.2 Female Reproductive System

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

cervixNarrow part of the uterus where it connects with the vagina.

eggsfemale gametes or sex cells

estrogenThe main sex hormone in females.

fallopian tubesFemale reproductive organs through which eggs pass to reach the uterus, and where an egg may unite with asperm.

follicleNest of cells in an ovary that enclose an egg; protects egg during maturation prior to ovulation.

menstrual cycleThe monthly cycle of changes that occur in the uterus and ovaries.

menstruationMonthly shedding of the lining of the uterus through the vagina; also called a menstrual period.

ovulationRelease of an egg by an ovary.

uterusFemale reproductive organ where a baby develops until birth.

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22.3. Reproduction and Life Stages www.ck12.org

22.3 Reproduction and Life Stages

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

adolescencePeriod of life between the start of puberty and the beginning of adulthood.

amniotic sacFluid-filled membrane that surrounds and protects a fetus within the uterus.

childbirthProcess through which a baby passes from the uterus, through the vagina, and out of the mother’s body.

childhoodPeriod between a baby’s first birthday and puberty.

fertilizationUnion of a sperm and egg; occurs in a fallopian tube.

fetusStage of a developing baby between the end of the 8th week after fertilization and birth.

infancyThe first year of life after birth.

placentaSpongy mass of blood vessels from the mother and fetus that allows substances to pass back and forth betweenthe mother’s blood and the fetus’s blood.

pubertyStage of life when a child becomes sexually mature.

umbilical cordTube containing blood vessels that connects a fetus to the placenta.

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22.4. Reproductive System Health www.ck12.org

22.4 Reproductive System Health

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

breast cancerMost common type of cancer in females; occurs when cells of the breast grow out of control and form a tumor.

chlamydiaMost common bacteria causing sexually transmitted disease (STD) in the United States.

genital herpesCommon sexually transmitted disease (STD) that is caused by the herpes virus.

gonorrheaCommon sexually transmitted disease (STD); caused by bacteria.

hepatitis BSexually transmitted disease (STD) that damages the liver and is caused by a virus called hepatitis B.

sexually transmitted disease (STD)Disease that spreads through sexual contact and is caused by a pathogen.

syphilisVery serious STD that is caused by bacteria.

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CHAPTER 23TE MS From Populations tothe Biosphere

Chapter Outline23.1 INTRODUCTION TO ECOLOGY

23.2 POPULATIONS

23.3 COMMUNITIES

23.4 ECOSYSTEMS

23.5 BIOMES AND THE BIOSPHERE

MS From Populations to the Biosphere

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www.ck12.org Chapter 23. TE MS From Populations to the Biosphere

23.1 Introduction to Ecology

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

abioticPhysical (nonliving) properties of an organism’s environment, such as sunlight, climate, soil, water and air.

biomeA large community of plants and animals that live in the same place.

biosphereThe part of the planet and atmosphere with living organisms.

bioticBiological (living) properties of an environment, i. e., the living organisms in a habitat.

communityPopulations of different species that occupy the same area and interact with each other.

ecologyThe scientific study of how living organisms interact with each other and with their environment.

ecosystemA natural unit composed of all the living forms in an area, functioning together with all the abiotic componentsof the environment.

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23.2 Populations

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

birth rateNumber of births per individual within the population per unit time.

carrying capacityMaximum population size that can be supported in a particular area without degradation of the habitat.

death rateNumber of deaths within the population per unit time.

dispersionThe spacing of individuals within a population.

emigrationMovement of individuals out of a population.

immigrationMovement of individuals into a population from other areas.

limiting factorA living or nonliving property of a population’s environment, which regulates population growth.

population growth rateHow the population size changes per unit of time.

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23.2. Populations www.ck12.org


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23.3 Communities

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

camouflageAn appearance which helps a species blend into the background.

character displacementOccurs when two or more species within the same area develop different specializations in order to coexist.

commensalismtype of symbiosis in which one species benefits while the other is not affected.

competitionOrganisms of the same or different species compete for a limited supply of at least one resource, therebylowering the fitness of one organism by the presence of the other.

competitive exclusion principleSpecies less suited to compete for resources will either adapt, be excluded from the area, or die out.

keystone speciesA predator species that plays an important role in the community by controlling the prey population.

mutualismA type of symbiosis in which both species benefit.

parasitismA type of symbiosis in which the parasite species benefits, while the host species is harmed.

predationAn interaction where a predator organism feeds on another living organism or organisms, known as prey.

symbiosisClose and often long-term interactions between different species, in which at least one species benefits.

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23.4 Ecosystems

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

habitatEcological or environmental area where a particular species live.

nicheA specific role that an organism occupies within an ecosystem.


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23.5. Biomes and the Biosphere www.ck12.org

23.5 Biomes and the Biosphere

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

aquatic biomesBiomes divided into freshwater and marine biomes and defined according to different physical and ecologicalfactors.

elevationMeasures how high land is above sea level.

GAIA hypothesisThe concept that the biosphere is itself a living organism.

humidityThe amount of water in the air.

latitudeHow far a biome is from the equator.

terrestrial biomesBiomes defined based on plant and climatic factors.

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www.ck12.org

CHAPTER 24 TE MS EcosystemDynamics

Chapter Outline24.1 FLOW OF ENERGY

24.2 CYCLES OF MATTER

24.3 ECOSYSTEM CHANGE

MS Ecosystem Dynamics

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www.ck12.org Chapter 24. TE MS Ecosystem Dynamics

24.1 Flow of Energy

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

carnivoreAn organism that eats other animals.

consumerAn organism that must eat other organisms to obtain energy and nutrients.

food chainA visual representation of the flow of energy from producers to consumers in a community.

food webA visual representation of the complex eating relationships in a community; a cross-linking of food chains.

herbivoreA consumer of producers in a community; often organisms that eat plants.

omnivoreA consumer in a community that eat both producers and consumers; usually eaters of both plants and animals.

producerAn organism that can absorb the energy of the sun and convert it into food through the process of photosyn-thesis; i.e. plants and algae.

trophic levelA level of the food chain reflected in the ecological pyramid.

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24.2 Cycles of Matter

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

biogeochemical cyclesThe pathway of elements like carbon and nitrogen through the non-living and living parts of the ecosystem.

fossil fuelsFuels made from partially decomposed organic matter that has been compressed underground for millions ofyears; examples are: coal, natural gas, and oil.

global warmingGlobal increase in the Earth’s temperature due to human activities that release greenhouse gasses into theatmosphere.

groundwaterUnderground water reserves.

nitrogen fixationProcess by which gaseous nitrogen is converted into chemical forms that can be used by plants.

precipitationWater that falls to the earth in the form of rain, snow, sleet, hail.

runoffWater that is not absorbed by the soil that eventually returns to streams and rivers.

transpirationProcess by which water leaves a plant by evaporating from the leaves.

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24.3 Ecosystem Change

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

climax communityA stable community that is the end product of succession.

ecological successionThe continual replacement of one community by another; occurs after some disturbance of the ecosystem.

pioneer speciesThe species that first inhabit a disturbed area.

primary successionEcological succession that occurs in disturbed areas that have no or little soil, i.e. after a glacier retreats.

secondary successionEcological succession that occurs in disturbed areas that have soil to begin with, i.e. after a forest fire.


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www.ck12.org Chapter 25. TE MS Environmental Problems

CHAPTER 25 TE MS EnvironmentalProblems

Chapter Outline25.1 AIR POLLUTION

25.2 WATER POLLUTION AND WASTE

25.3 NATURAL RESOURCES

25.4 HABITAT DESTRUCTION AND EXTINCTION

MS Environmental Problems

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25.1. Air Pollution www.ck12.org

25.1 Air Pollution

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

acid rainPrecipitation or deposits with a low (acidic) pH.

greenhouse gasesThe cause of global warming by certain gases via the greenhouse effect.

outdoor air pollutionChemical, physical, or biological agents that modify the natural characteristics of the atmosphere, and causeunwanted changes to the environment and to human health.

primary pollutantsSubstances released directly into the atmosphere by processes such as fire or combustion of fossil fuels.

secondary pollutantsSubstances formed when primary pollutants interact with sunlight, air, or each other.


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25.2. Water Pollution and Waste www.ck12.org

25.2 Water Pollution and Waste

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

algal bloomExcessive growth of aquatic vegetation or phytoplankton as a result of eutrophication.

ocean acidificationProcess whereby the oceans’ uptake of anthropogenic carbon dioxide from the atmosphere causes an ongoingdecrease in ocean pH.

waterborne diseasesDiseases caused by organisms transmitted via contaminated water.

water pollutionThe contamination of water bodies by substances, mostly anthropogenic, which cause a harmful effect onliving organisms.


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25.3. Natural Resources www.ck12.org

25.3 Natural Resources

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

erosionProcess by which the surface of the Earth is worn away by the action of winds, water, waves, glaciers, etc.

hydropowerUse of power from falling water or other water movement to generate and distribute electricity; also known ashydroelectric power.

natural resourcesNaturally occurring substances necessary for the support of life.

nonrenewable resourceA natural resource that exists in fixed amounts and can be consumed or used up faster than it can be made bynature.

nuclear powerA nonrenewable resource, where nuclear fission is used to generate energy.

recyclingThe breaking down of an item into raw materials to make new items.

reducingMinimizing the use of resources.

renewable resourcesResources that are replenished by natural processes at about the same rate at which they are used.

solar powerThe use of solar cells to convert sunlight into electricity.

wind powerThe conversion of wind energy into electricity via wind turbines.

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25.4. Habitat Destruction and Extinction www.ck12.org

25.4 Habitat Destruction and Extinction

Standards

Key Concepts

Lesson Objectives

Lesson Vocabulary

biodiversityThe number of different species or organisms in an ecological unit (i.e. biome or ecosystem).

desertificationA process leading to production of a desert of formerly productive land.

extinctionThe cessation of existence of a species or group of taxa.

invasive speciesExotic species, introduced into habitats, which then eliminate or expel the native species.

slash-and-burn agricultureA method of agriculture in the tropics in which the forest vegetation is cut down and burned, then crops aregrown for a few years, and then the forest is allowed to grow back.


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Life Science For Middlea.Review Questions with Sample Answers 8.Points to Consider 9.Lesson...

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