Strand 2: Life Science

(Biology)

Life Science (Biology)

Learning standards for PreK–2 fall under the foLearning standards for PreK–2 fall under the following llowing four subtopicsfour subtopics: : Characteristics of Living Things; Characteristics of Living Things; Heredity; Heredity; Evolution and Biodiversity; Evolution and Biodiversity; Living Things and Their Environment.Living Things and Their Environment.

Learning standardsLearning standards

for grades 3–5 fall under the following for grades 3–5 fall under the following four subfour subtopicstopics: : Characteristics of Plants and Animals; Characteristics of Plants and Animals; Structures and Functions; Structures and Functions; Adaptations of Living Things; Adaptations of Living Things; Energy and Living Things.Energy and Living Things.

grades 6–8grades 6–8

The organisms are composed of The organisms are composed of cellscells and th and that some organisms are at some organisms are unicellularunicellular and must and must therefore carry out all of the necessary proctherefore carry out all of the necessary processes for life within single cell. esses for life within single cell.

Other organisms, including human beings, aOther organisms, including human beings, are multicellular, with cells working together. re multicellular, with cells working together.

Students should observe that the cells of a Students should observe that the cells of a mmulticellular organismulticellular organism can be can be physically very physically very differentdifferent from each other, and should relate from each other, and should relate that fact to the specific role that each cell hathat fact to the specific role that each cell has in the organism (specialization). s in the organism (specialization).

At the macroscopic level, students focAt the macroscopic level, students focus on theus on the interactions interactions that occur withi that occur within n ecosystemsecosystems. .

They explore the interdependence of liThey explore the interdependence of living things, specifically the dependencving things, specifically the dependence of life on e of life on photosynthetic organismsphotosynthetic organisms s such as plants, which in turn depend uuch as plants, which in turn depend upon the sun as their source of energy. pon the sun as their source of energy.

Learning standards for grades 6–8 fall under the Learning standards for grades 6–8 fall under the following eight subtopics:following eight subtopics: Classification of Organisms; Classification of Organisms; Structure and Function of Cells; Structure and Function of Cells; Systems in Living Things; Systems in Living Things; Reproduction and Heredity; Reproduction and Heredity; Evolution and Biodiversity; Evolution and Biodiversity; Living Things and Their Environment; Living Things and Their Environment; Energy and Living Things; Energy and Living Things; Changes in Ecosystems Over Time.Changes in Ecosystems Over Time.

Learning StandardIdeas for Developing

Investigations and Learning Experiences

Characteristics of Living Things

1. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.

•Draw and record the growth of a plant grown from seeds with different light exposures (vary the duration and intensity of light exposure).

2. Differentiate between living and nonliving things. Group both living and nonliving things according to the characteristics that they share.

•Compare and contrast groups of animals (e.g., insects, birds, fish, mammals) and look at how animals in these groups are more similar to one another than to animals in other groups.

3. Recognize that plants and animals have life cycles, and that life cycles vary for different living things.

Using either live organisms or pictures/models, observe the changes in form that occur during the life cycle of a butterfly or frog.Discuss the life cycle of a tree.

Heredity

4. Describe ways in which many plants and animals closely resemble their parents in observed appearance.

•Look at and discuss pictures of animals from the same species. Observe and discuss how they are alike and how they are different.

Evolution and Biodiversity

5. Recognize that fossils provide us with information about living things that inhabited the earth years ago.

•Look at a variety of fossils or pictures of fossils, including plants, fish, and extinct species. Guess what living organisms they might be related to.

How many runners shown in the picture?How many runners shown in the picture? Answer:Answer:

Which one is the oldest runner?Which one is the oldest runner? Answer:Answer:

A runner is a special kind of A runner is a special kind of …………………………………………

(choose one right answer: (choose one right answer: Stem/root/leaf/flower/plants)Stem/root/leaf/flower/plants)

Living Things and Their Environment

6. Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste.

Observe small animals in the classroom while they find food, water, shelter, etc.Talk about how people use their senses every day.

7. Recognize changes in appearance that animals and plants go through as the seasons change.

•Observe and record changes in plants (e.g., trees, flowers, grass) on the playground and around the school during fall, winter, and spring.

8. Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).

•Create a garden habitat that will attract and provide shelter for birds and butterflies. Research and plant appropriate flowers.

Learning StandardIdeas for Developing

Investigations and Learning Experiences

Suggested Extensions to Learning in

Technology/Engineering

Characteristics of Plants and Animals

1.Classify plants and animals according to the physical characteristics that they share.

Sort plant and animal pictures based on physical characteristics. Use a dichotomous key to identify plants.

Life Science (Biology), Grades 3–5

Structures and Functions

2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, protection.

Observe plant/pollinator interaction and seed dispersal methods.Study maple trees and go maple sugaring. Identify the structures in the maple tree and their functions.

3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.

•Grow plants from seed. Document the complete life cycle of the plant. Describe emergence of structures and the functions of these structures. Record changes in height over time. •Graph the data.

4. Describe the major stages that characterize the life cycle of the frog and butterfly as they go through metamorphosis.

•Using either live organisms or pictures/models, observe the changes in form that occur during the life cycle of a butterfly or frog.

Structures and Functions (cont.)

5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken).

•Make frequency tables of the number of students with certain inherited physical traits, e.g., eye color, hair color, earlobe free or attached.

Adaptations of Living Things

6. Give examples of how inherited how inherited characteristics may change over timecharacteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color.

•Compare and contrast the physical characteristics of plants or animals from widely different environments (e.g., desert vs. tropical plants, aquatic vs. terrestrial animals). •Explore how each is adapted to its environment.

7. Give examples of how changes in the environment (drought, cold) have caused some plants and animals to die or move to new locations (migration).

•Investigate how invasive species out-compete native plants (e.g., phragmites and purple loosestrife). •Discuss how some native plants die as a result.

Adaptations of Living Things (cont.)

8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. *Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools).

Discuss how newly born sea turtles find their way to the ocean.Discuss how pets are trained to learn new tricks.Discuss how migrating birds navigate.Discuss the actions that coastal species take to adjust to the changing levels of the tide.Observe an earthworm placed on top of soil in a container that is exposed to light. Discuss how its ability to sense light helps it survive (by burrowing) and how its structure allows it to burrow through soil.

9. Recognize plant behaviors, such as the way seedlings’ stems grow toward light and their roots grow downward in response to gravity. *Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate.

•Set a germinating bean in a glass filled with water next to an asymmetric source of light. •Allow the root and stem to grow a few inches. Rotate the bean so that the roots are now touching the water at an angle and the stem is away from the light source. Observe how the root system and stem respond to this change by changing their direction of growth.

10. Give examples of how organisms can cause changes in their environment to ensure survival. *Explain how some of these changes may affect the ecosystem.

Discuss the importance of wetlands to human survival.Investigate how an invasive species changes an ecosystem.Research local projects where humans are changing the environment to ensure a species’ survival.

Energy and Living Things

11.Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.

•Make a food chain. Begin with the sun as the source of energy and end with decomposers. Create links that show the relationships of plants and animals in the chain. •Show the direction of the flow of energy. •Discuss results if various links in the chain are broken.

Life Science Learning Standards Life Science Learning Standards Grades 3–5Grades 3–5

1.1. Classify Classify plantsplants and and animalsanimals according to the according to the physical physical characteristicscharacteristics that they share. that they share.

2.2. Recognize that plants and Recognize that plants and animals go through predictable animals go through predictable life life cyclescycles that include that include birth, growth, birth, growth, development, reproduction, and development, reproduction, and deathdeath..

Which labeled parts of the grass absorb most of the minerals needed by this plant?

A. flowers B. leaves C. stemsD. roots

Which of the following characteristics do all of these animals have that allows them to be classified in the same group?

A. furB. claws C. big ears D. webbed feet

What is the main function of this structure? A. protectionB. pollination C. competitionD. reproduction

What are the main functions of wood in a living tree?

A.support and reproduction

B. water transport and support

C. protection and reproduction

D. water transport and protection

Which of the following would occur first as a result of a drought?

A. The tulip’s leaves would wilt. B. The tulip’s flowers would turn blue. C. The tulip’s stems would grow longer. D. The tulip would produce more flowers

From the shape of its beak and the length of its legs, this bird is best adapted for feeding on which of the following?

A. insects that feed on plants B. small fish in shallow water C. nuts from riverside trees and plantsD. birds in ground nests

The complete removal of decomposerThe complete removal of decomposers from an ecosystem will have the greas from an ecosystem will have the greatest effect on which of the following?test effect on which of the following? A. the spread of diseaseA. the spread of disease B. the availability of waterB. the availability of water C. the recycling of nutrientsC. the recycling of nutrients D. the distribution of organismsD. the distribution of organisms

What physical characteristics did Tamara most likely use to sort the organisms into the two groups?

Which organism will immediately decrease in population if the xxxx is taken out?

Which of the following best represents one particular stage in a life cycle?

A. a fish swimming B. a seed sprouting C. a leaf growing D. a dog eating

Which of the following statements best describes how this change helps arctic hares?

A. It lowers their body temperature. B. It protects their eyes from sunlight. C. It helps them move on slippery ice. D. It makes them less visible to predators.

Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

A. eyes B. heart C. lungs D. tail

Rayna is collecting seeds from a sunflower. She notices that most of the leaves on the sunflower plant have patterns of holes made by chewing insects, as shown in the picture below. Next year, she will plant the sunflower seeds that she has collected. How many of the sunflower plants that grow are expected to inherit the chewed leaf pattern? A. all of the plants B. most of the plants C. half of the plants D. none of the plants

Which of the following best explains why many species of birds in New England fly south for the winter months?

A. to find a place to hibernate B. to move away from strong sunlight C. to find an environment with more food D. to move away from crowded

environments

Life Science (Biology), Grades 6–8

Learning StandardIdeas for Developing Investigations

and Learning Experiences

Classification of Organisms

1.Classify organisms into the currently recognized kingdoms according to characteristics that they share. *Be familiar with organisms from each kingdom.

Structure and Function of Cells

2. Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. *In these single-celled organisms, one cell must carry out all of the basic functions of life.

•Observe, describe, record, and compare a variety of unicellular organisms found in aquatic ecosystems.

3. Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles).

•Observe a range of plant and animal cells to identify the cell wall, cell membrane, chloroplasts, vacuoles, nucleus, and cytoplasm when present.

4. Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms.

Systems in Living Things

5. Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.

6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.

Reproduction and Heredity

7. Recognize that every organism requires a set of instructions that specifies its traits. *These instructions are stored in the organism’s chromosomes. *Heredity is the passage of these instructions from one generation to another.

8. Recognize that hereditary information is contained in genes located in the chromosomes of each cell. *A human cell contains about 30,000 different genes on 23 different chromosomes.

9. Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent’s cell).

Evolution and Biodiversity

10. Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.

11. Recognize that evidence drawn from geology, fossils, and comparative anatomy provides the basis of the theory of evolution.

•Is the pterodactyl a flying reptile or the ancestor of birds? Discuss both possibilities based on the structural characteristics shown in pterodactyl fossils and those of modern birds and reptiles.

12. Relate the extinction of species to a mismatch of adaptation and the environment.

•Relate how numerous species could not adapt to habitat destruction and overkilling by humans, e.g., woolly mammoth, passenger pigeon, great auk.

Living Things and Their Environment

13. Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.

•Study several symbiotic relationships such as oxpecker (bird) with rhinoceros (mammal). •Identify specific benefits received by one or both partners.

Energy and Living Things

14. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

•Distribute pictures of various producers, consumers, and decomposers to groups of students. Have each group organize the pictures according to the relationships among the pictured species and write a paragraph that explains the roles and relationships.

15. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole.

•Observe decomposer organisms in a compost heap on the school grounds, a compost column in a plastic bottle, or a worm bin. Use compost for starting seeds in the classroom or in a schoolyard garden.

16. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.

•Test for sugars and starch in plant leaves.

Changes in Ecosystems Over Time

17. Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms.

•Study changes in an area of the schoolyard or a local ecosystem over an extended period. Students might even compare their observations to those made by students in previous years.

18. Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations.

A wisteria (dicot plant) branch was cut and put in red ink. After 3 hours, the leaves as well as the stem turned red.

If a new organism were discovered, which of the following would most likely be used to classify it into the appropriate kingdom?

A. the color of the organism B. the organism’s natural habitat C. the structure of the organism’s anatomy D. the location where the organism was

found

The terms gas exchange, diaphragm, and inhale are most closely associated with which system in the human body?

A. circulatory B. digestive C. excretory D. respiratory

What are the basic structural units of living organisms?

A. cells B. nuclei C. organs D. tissues

The following diagram shows a The following diagram shows a caterpillar, mold, and a fern. What do caterpillar, mold, and a fern. What do these organisms have in common? these organisms have in common? A. They are made of cells. A. They are made of cells. B. They produce their own food. B. They produce their own food. C. They decompose other organisms. C. They decompose other organisms. D. They are disease-causing organisms.D. They are disease-causing organisms.

The diagram below shows the chromosomes from a cell after they were photographed under a microscope.

Which of the following questions may best be answered by studying an organism’s chromosomes? A. What sex is the organism? B. Is the organism endangered? C. Where is the organism’s ecosystem? D. How does the organism obtain its food?

The drawings below show a turtle embryo and a chicken embryo. Which of the following statements is supported by the similarities between these embryos?

A. The turtle is more advanced than the chicken.B. The chicken has more offspring than the turtle.C. The turtle and the chicken are similar as adults. D. The chicken and the turtle share a common ancestor.

The bones of a whale flipper are similar to the bones of a bat wing as shown in the illustration below.

What does this similarity in bone structure suggest about the whale and the bat? A. They use the same methods to travel. B. They evolved from a common ancestor. C. They can migrate to the same locations. D. They can manipulate objects in the same way.

Based on the diagram, which of the following statements is true? A. Lemurs were the most recent to evolve. B. Gorillas evolved directly from chimpanzees. C. Spider monkeys and lemurs evolved at the same

time. D. Gorillas and baboons evolved from a common

ancestor.

The four pictures below show how a pond environment changed from 1900 to 2000.

Which of the following processes was most directly responsible for the changes that occurred in the pond environment?

A. freezing B. evaporation C. sediment deposition D. chemical weathering

The praying mantis is a predatory insect that often eats moths. The graph below shows the relative numbers of two species of moths over 12 weeks after the introduction of the predatory praying mantis.

What characteristic of this ecosystem is best indicated from this graph?

A. Species B was preferred as food over species A. B. Species B may replace species A in this environment. C. Species B will reproduce more rapidly than species A. D. Species B was more abundant at the beginning of this time period than species A.

The illustration below shows three types of unicellular organisms commonly found in pond water. Based on the illustration, which of the following can be used to separate these organisms into three different groups?

A. length of lifespan B. number of offspring C. presence of a nucleus D. method of movement

a frog’s life cycl a frog’s life cycl

The diagrams below represent forms of reproduction. In which form of reproduction will the offspring differ most from the parent?

The numbered drawings below show the organization within a multicellular organism from simple to complex. Which of these numbered drawings represents a tissue? A. 1 B. 2 C. 3 D. 4

Spirogyra are green algae that can reproduce sexually. Which of the following features identifies reproduction in Spirogyra as sexual reproduction? A. The cells of parent algae have nuclei. B. Each offspring contains chloroplasts. C. Several offspring may be produced at once. D. Genetic material is contributed by two parent

cells.

Both organisms can be seen only with a microscope. Since these are one-celled organisms, each cell must be able to carry out all important life functions, such as moving from place to place and getting food.

a. Compare the ways these two organisms move.

b. Compare the ways these three organisms obtain nutrients.

What does the bottom image in the diagram reprWhat does the bottom image in the diagram represent? esent? A. host cell engulfing virusesA. host cell engulfing viruses B. new viruses bursting out of a host cellB. new viruses bursting out of a host cell C. several viruses attacking a host cellC. several viruses attacking a host cell D. viral hereditary material entering a host cellD. viral hereditary material entering a host cell

bird-flu-viruses

H1N1H1N1

What is it?What is it?

It is a new strain of Influenza virus A/H1N1. There It is a new strain of Influenza virus A/H1N1. There have been reporting of influenza-like illness (ILI) and have been reporting of influenza-like illness (ILI) and sever pneumonia cases in Mexico and USA. sever pneumonia cases in Mexico and USA.

Cases began to appear on 17 March 2009 in Mexico. Cases began to appear on 17 March 2009 in Mexico. Two cases in children were reported in Two cases in children were reported in Southern California in USA on 17 April, 2009. Neither Southern California in USA on 17 April, 2009. Neither child had contact with animals. child had contact with animals.

Between 17 March and now, clusters of outbreaks have Between 17 March and now, clusters of outbreaks have appeared in multiple locations in Mexico and USA. appeared in multiple locations in Mexico and USA. These clusters are consistent with These clusters are consistent with human-to-human human-to-human spreadspread. . 

What are the characteristics of What are the characteristics of the virus?the virus?

The virus causing this illness is being dThe virus causing this illness is being described in the USA as a new subtype oescribed in the USA as a new subtype of f A/H1N1 not previously detected in swiA/H1N1 not previously detected in swine or humans. ne or humans.

Genetically it is a reassortant Genetically it is a reassortant of America-Eurasian swine influenza vof America-Eurasian swine influenza viruses. iruses.

What is the current What is the current situation?situation?

As of 25 April 2009, 878 cases of severe As of 25 April 2009, 878 cases of severe pneumonia with 60 deaths were reported pneumonia with 60 deaths were reported between 17 March to 25 April 2009 in between 17 March to 25 April 2009 in Mexico. Mexico.

Samples are being tested to see if they Samples are being tested to see if they are due to the new virus. A total of 7 are due to the new virus. A total of 7 laboratory confirmed cases of novel laboratory confirmed cases of novel A/H1N1 have been reported in the US. A/H1N1 have been reported in the US. Most of these cases had mild ILI. Most of these cases had mild ILI. 

Who are affected?Who are affected?

Most of the cases in Mexico have been Most of the cases in Mexico have been found in healthy young adults between found in healthy young adults between the age of 4 and 45 years old. In the USthe age of 4 and 45 years old. In the USA, the cases range in age from 7 years tA, the cases range in age from 7 years to 54 years. o 54 years.

How does it spread?How does it spread?

It is believed to spread in the same It is believed to spread in the same way as seasonal influenza. way as seasonal influenza.

That means through direct contact That means through direct contact (being within one meter of an (being within one meter of an infected person) or indirect infected person) or indirect contact (touching a contaminated contact (touching a contaminated surface) surface) 

What are the clinical What are the clinical symptoms?symptoms?

Patients experience high fever, cough, Patients experience high fever, cough, and sore throat, symptoms similar to tand sore throat, symptoms similar to typical influenza, with some patients exypical influenza, with some patients experiencing diarrhoea and vomiting. periencing diarrhoea and vomiting.

The cases can rapidly progress to severThe cases can rapidly progress to severe and unusual pneumonia.e and unusual pneumonia.

Compare these two Compare these two thingsthings

ENDOPLASMIC RETICULUM (ER)

Smooth ERRough ERFlagellum

Centrosome

CYTOSKELETON:

Microfilaments

Intermediatefilaments

Microtubules

Microvilli

Peroxisome

MitochondrionLysosome

Golgiapparatus

Ribosomes

Plasma membrane

Nuclearenvelope

Nucleolus

Chromatin

NUCLEUS

NUCLEUS

Nuclear envelope

Nucleolus

Chromatin

Rough endoplasmic reticulum

Smooth endoplasmic reticulum

Ribosomes

Central vacuole

Microfilaments

Intermediate filaments

Microtubules

CYTO-SKELETON

Chloroplast

Plasmodesmata

Wall of adjacent cell

Cell wall

Plasma membrane

Peroxisome

Mitochondrion

Golgiapparatus

Compare these two Compare these two thingsthings

ENDOPLASMIC RETICULUM (ER)

Smooth ERRough ERFlagellum

Centrosome

CYTOSKELETON:

Microfilaments Intermediate

filaments

Microtubules

Microvilli

Peroxisome

Mitochondrion Lysosome

Golgiapparatus

Ribosomes

Plasma membrane

Nuclearenvelope

Nucleolus

Chromatin

NUCLEUS

The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

A. the spread of disease B. the availability of water C. the recycling of nutrients D. the distribution of organisms

Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

A. an atom B. a compound C. an electron D. a mixture

Which of the following best describes the purpose of the chromosomes in the nucleus of a cell?

A. to store the genetic instructions needed to specify traits

B. to release energy by breaking down food molecules

C. to transport nutrients into and out of the cell

D. to protect the cell from microorganisms

Which of the following structures is not present in animal cells?

A. cell membraneB. cell wallC. mitochondrionD. nucleus

The organisms in an ecosystem interact in many ways to survive. For example, a rosebush, aphids, beetles, spiders, and orioles all interact in a rosebush ecosystem. The diagram below shows how these organisms interact in a partial food web.

a. Identify the producer organism in this food web. Explain the reasoning for your answer.

b. Identify the primary consumer organism in this food web. Explain the reasoning for your answer

c. Describe what would most likely happen to each of the other organisms in the food web if the beetle population were suddenly destroyed. Explain the reasoning for your answer for each organism.

Physical Sciences (Chemistry and Physics), Physical Sciences (Chemistry and Physics), Grades 6–8Grades 6–8

Students are studying the process of photosynthesis in plants. Which of the following is a product of photosynthesis? A. carbon dioxide B. nitrogen C. sodium chloride D. sugar