School Administrative District #4

Unity of purpose

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: Science

CONTENT STANDARD: BIOLOGY

 

Performance Indicators: The learner will·

Kindergarten

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of the differences between living and non-living things

á         Sort familiar pictures of objects into living and non-living organisms/objects

and explain why each picture is placed where it is

3.        Demonstrate an initial understanding of the characteristics of different living things: plants and animals

á         Differentiate between plants and animals

4.        Demonstrate an initial understanding of how to design and describe a classification system: objects

á         Sort a collection of objects into groups, given a "rule" for each group (e.g., shells or blocks by shape, color, size)

5.        Demonstrate an initial understanding that living things are made up of different parts: humans

á         Divide the human body into smaller parts (e.g., head, arms, legs, trunk, hands, feet)

6.        Explore magnifying devices and demonstrate an initial understanding of how they enable individuals to see in greater detail: objects

á         Using a magnifier, draw parts of an object

7.        Demonstrate an initial understanding that plants and animals need food, water, and gases to survive: plants and animals

á         Draw an animal (e.g., Monarch butterfly, frog, fish) and himself/herself; and show the food source, water source, and manner of exchanging gases

á         Draw a plant (e.g., bean, carrot, radish) and show the food source, water source, and manner of exchanging gases

8.      Demonstrate an initial understanding of the life cycle of an organism: plants and animals

á         Observe, draw, and orally explain the life cycle of an animal (e.g., Monarch butterfly, frog, fish) and a vegetable plant (e.g., bean, carrot, radish)

9.        Demonstrate an initial understanding that change occurs over time and that rates may be fast or slow, naturally occurring or induced by humankind

10.     Demonstrate an initial understanding that living and nonliving things can change over time, sometimes in predictable ways: humans and animals

á         Recognize that humans and animals go through a series of orderly changes in their life cycles
11.    Demonstrate an initial understanding that fossils show the existence of past life and extinct species

  12.    Demonstrate an initial understanding that organisms have certain characteristics that help them live in their environment

á         Sort pictures of various species and compare the physical attributes which help them adapt to their environments

13.    Demonstrate an initial understanding that living things need energy: humans

á         Demonstrate an understanding that people need energy

14.    Demonstrate an initial understanding that organisms depend on their environment: animals

á       Associate familiar baby animals with their

á            Parents

á            Homes

á            Environments

15.    Demonstrate an initial understanding of how animals' food can be traced back to plants, e.g. draw a picture of a food chain from farm animals to humans

16.    Demonstrate an initial understanding of how one change in a system affects other parts of a system, e.g., explain what will happen if a farmer's hay crop is diminished by lack of rain

17.    Demonstrate an initial understanding of diseases and reasons for them

á         Describe what is done to protect the body from germs, i.e., developing good health habits

18.    Demonstrate an initial understanding of ways that individuals in a species are alike and different: humans

á         Group himself/herself with others with whom he/she is alike and different

Grade 1

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of the differences between living and non-living things

á         Sort unfamiliar objects into living and non-living organisms/objects

3.        Demonstrate an initial understanding of the characteristics of different living things: plants

á         Differentiate among plants using distinctive life functions (e.g.: photosynthesis; reproduction)

á         Recognize that plants can be classified as edible/nonedible, flowering/nonflowering, evergreen (conifer)/leaf-bearing (deciduous)

4.        Demonstrate an initial understanding of how to design and describe a classification system: plants

á         Sort a collection of plants into groups and define the attributes used for grouping

5.        Demonstrate that living things are made up of different parts: plants

á         Divide the bodies of plants (e.g., the marigold) into smaller parts (e.g., seeds, roots, stems, leaves, blossoms, fruit)

6.        Explore magnifying devices and demonstrate an understanding of how they enable individuals to see in greater detail: plants

á         Using a hand magnifier, draw the parts of many different plants

7.        Recognize that plants and animals need food, water, and gases to survive: plants

á         Draw a plant and show its food source, water source, and manner of exchanging gases

8.         Demonstrate an initial understanding of the life cycle of an organism: plants

á         Observe, draw, and use labels to explain the life cycle of a plant (e.g., marigolds, beans, radishes)

á         Recognize the stages that a flowering plant goes through from the formation of the flower to the development of fruit

9.        Demonstrate an understanding that living and nonliving things can change over time, sometimes in predictable ways: plants

á         Recognize that plants go through a series of orderly changes in their life cycles

á         Draw the life cycle of a plant and write a sentence about each stage

10.    Recognize that organisms have certain characteristics that help them live in their environment: plants

á         List the characteristics needed by various plant species to live in different environments (e.g., polar, desert, water)

11.    Demonstrate an understanding that living things need energy: plants

á         Demonstrate an understanding that plants need energy

12.    Identify ways that organisms depend on their environment: plants

á         Associate familiar plants with their environments

13. Demonstrate an initial understanding of diseases and reasons for them

á         Using a culture medium, create his/her own germs

14.    Describe ways that individuals in a species are alike and different

á         Group pictures of individuals within a species in ways that show how they are alike and different

Grade 2

1.        Review and extend prior learning

2.        Identify the differences between living and non-living things

á         Sort and describe familiar and unfamiliar organisms into living and non-living organisms/objects

3.        Demonstrate an initial understanding of the characteristics of different living things: animals

á         Recognize that animals can be classified as wild or tame (domestic)

á         Demonstrate an initial understanding of how to differentiate among animals using life functions of taking in food, reproducing, growing, giving off waste, responding to environment, releasing energy, and moving

4.        Demonstrate an initial understanding of how to design and describe a classification system: animals

á         Sort animals into different groups and define the attributes used for grouping

5.        Demonstrate that living things are made up of different parts: animals

á         Identify the body parts of animals (e.g., the frog)

6.        Describe the function of the major human organs

á         Draw and describe at least one of the major organs

7.        Explore magnifying devices and demonstrate an understanding of how they enable individuals to see in greater detail: animals

á         Using a hand magnifier, draw the parts of many different animals

8.        Recognize that plants and animals need food, water, and gases to survive: animals

á         Draw an animal and show its food source, water source, and manner of exchanging gases

9.        Demonstrate an initial understanding of the life cycle of an organism: animals

á         Observe, draw, and explain in writing the process of growth in the life cycle of an animal (e.g., frog, fish, turtle)

á         Recognize the stages that an animal goes through

10.    Demonstrate an understanding that living and nonliving things can change over time, sometimes in predictable ways: humans and animals

á         Recognize that humans and animals go through a series of orderly changes in their life cycles

á         Draw the life cycle of an animal and write a sentence about each stage

11.    Describe how fossils form

á         Create a fossil impression

12.    Recognize that organisms have certain characteristics that help them live in their environment: animals

á         List the characteristics needed by various animal species to live in different environments (e.g., polar, desert, water)

13.    Demonstrate an understanding that living things need energy: animals

á         Demonstrate an understanding that animals need energy

14.    Identify ways that organisms depend on their environment: animals

á         Associate unfamiliar baby animals with their

á            Parents

á            Homes

á            Environments

15.    Describe a local environment, using personal experience

16.    Demonstrate an initial understanding of diseases and reasons for them

á         Describe various types of diseases, their causes, and ways to prevent them

17.    Describe ways that individuals in a species are alike and different: humans and animals

á         Compare and contrast himself/herself with a peer in terms of similar and dissimilar characteristics

Grade 3

1.        Review and extend prior learning

2.        Describe characteristics of different living things: plants

á         Differentiate among plants using distinctive life functions (e.g.; photosynthesis; reproduction)

á         Recognize that plants can be classified as edible/nonedible, flowering/nonflowering, evergreen (conifer)/leaf-bearing (deciduous)

3.        Group the same objects in different ways, using different characteristics: plants

á         Order plant organisms in the same group, using different characteristics

4.        Design and describe a classification system: plants

á         Group plants according to similar physical attributes

5.        Identify ways that organisms depend on their environment: plants

á         Associate unfamiliar plants with their environments

6.        Demonstrate an initial understanding that organisms are made up of cells that have distinguishing characteristics

7.         Explore how the use of a microscope enables individuals to see cells: plants

á         Observe cells in plants and describe what he/she sees

8.        Compare and contrast the life cycles, behavior, and structure of different organisms: plants

9.        Investigate and demonstrate an understanding of the basic sequences and cycles occurring in nature (e.g., plant life cycles, day and night, seasons, phases of the moon and tides)

10.    Demonstrate an understanding that living and nonliving things can change over time, sometimes in predictable ways: non-living things

á        Explain how weather and seasonal changes produce weathering and erosion

11.    Demonstrate an initial understanding of the various mechanisms found in the natural world for transporting living and non-living matter and the results of such movement

12.    Recognize that organisms that are present now have not always existed and that some forms of life have become extinct

á         Generate a list of species which have become extinct

13.    Explain how adaptations enable different species to survive: plants

á         Describe how a plant has adapted to its environment (e.g., tundra, desert)

14.    Describe ways in which organisms may be similar to and different from their parents and explore possible reasons for these similarities and differences

á         Describe ways offspring are similar to and different from their parents

15.    Compare and contrast physical and living components of different biomes (e.g., tundra, rain forest, ocean, desert, grasslands)

á         Model the physical and living components of tundra, rain forest, ocean, desert, and grasslands

Grade 4

1.        Review and extend prior learning

2.        Describe characteristics of different living things: animals

á         Differentiate among animals using life functions of taking in food, reproducing, growing, giving off waste, responding to environment, releasing energy, and moving

3.        Compare and contrast the life cycles, behavior, and structure of different organisms: animals

4.        Group the same objects in different ways, using different characteristics: animals

á        Order animals in the same group, using different characteristics

5.        Design and describe a classification system: animals

á         Group animals according to similar physical attributes

6.        Describe how single-celled organisms exist

á         Observe single-celled organisms and describe how they meet their need for food, water, and gas

á         Monitor population growth in a culture, e.g., growing yeast

7.        Explore how the use of a microscope enables individuals to see cells: animals

á         Prepare slides and learn how to use the microscope in order to see cells

á         Observe cells in animals and describe what he/she sees, using a hand-held microscope

8.        Describe the function of the major human organ systems

á         Describe the function of the seven major organ systems

9.        Provide examples of diseases and reasons for them

á         Describe various types of diseases, their causes, and ways to prevent them

10.    Recognize that organisms that are present now have not always existed and that some forms of life have become extinct

á         Investigate and describe reasons for extinction

11.    Describe how fossils form

á         Describe the methods of fossil formation

12.    Explain how adaptations enable different species to survive: animals

á         Describe how an animal has adapted to its environment (e.g., Maine)

13.    Describe ways in which organisms may be similar to and different from their parents and explore possible reasons for these similarities and differences

á        Explain possible reasons for similarities and differences between parents and their offspring

14.    Describe how animals' food can be traced back to plants

15.    Provide examples of how one change in a system affects other parts of a system

16.    Describe a food web and the relationships within a given ecosystem

á         Model a food chain of the ocean or tundra as an ecosystem

á         Illustrate three food chains in an aquatic ecosystem and web them

17.    Explain differences among producers, consumers, and decomposers; and identify examples of each

18.    Compare and contrast physical and living components of different biomes (e.g., tundra, rain forest, ocean, desert, grasslands)

á         Identify and locate different state biomes

19.    Describe different ecological systems on Earth

á         Investigate and demonstrate an understanding that environments (e.g., pond, marshland, swamp, stream, river, ocean, desert, grassland, rain forest, forest) support a diversity of plants and animals that share limited resources

20.    Demonstrate an understanding that plants and animals in an ecosystem interact with one another and with the nonliving environment

á         Investigate the connection between major living and non-living components of a local ecosystem

Grade 5

1.        Review and extend prior learning

2.        Describe some behavioral adaptations organisms have developed that result in a different cycle (e.g., dormancy, hibernation, aestivation)

á         Explain in detail several North American plant and animal adaptations to their environment (e.g., wolves traveling in packs)

3.        Describe the structure and function of major organs in human systems

á         Draw and explain the structure and function of bone and muscle tissue

4.        Compare and contrast human organ systems with those of other species

á         Compare and contrast the human skeletal system and the human muscular system to that of another species with an exoskeleton and with no skeleton (e.g., a lobster and a worm)

5.        Demonstrate an understanding that living organisms are made up of cells that have distinguishing characteristics

á         Identify the parts of a cell (e.g., cell membrane, cell wall, nucleus, cytoplasm) and explain their functions

á         Recognize that plant and animal cells differ

6.        Prepare and study microscope slides of plant and animal cells

á         Prepare and stain slides

7.        Describe the causes, transmission, and prevention of various diseases

á         Describe the causes, transmission, and prevention of various skeletal and muscular diseases

8.        Compare systems of classifying organisms, including systems used by scientists

á         Order simple and complex animal organisms, using a scientific classification system

9.        Decipher the system for assigning a scientific name to every living thing

á         Explain why simple and complex animals fit into a particular scientific class

10.    Demonstrate an initial understanding of how sexually reproducing species transfer genetic information to offspring

á         Explain how plants reproduce sexually and asexually

11.    Describe the fundamental chemical process of photosynthesis-respiration

á         Illustrate and explain the basic photosynthetic process÷using sunlight, water, and air

12.    Analyze how the finite resources in an ecosystem limit the types and populations of organisms within it

á         Given an ecosystem, identify the types of organisms likely to be present

13.    Describe succession and other ways that ecosystems can change over time

á         Identify layers of forest and tell what plant and animal life is contained in each

Grade 6

1.        Review and extend prior learning

2.        Describe some behavioral adaptations organisms have developed that result in a different cycle (e.g., dormancy, hibernation, aestivation)

á        Model the adaptation of plants and animals to their woodland enrironment

3.        Describe the structure and function of major organs in human systems

á         Draw and explain the structure and function of the heart and lungs

4.        Compare and contrast human organ systems with those of other species

á        Compare and contrast the human respiratory and circulatory systems to those of other species

5.        Describe the causes, transmission, and prevention of various diseases

á         Describe the causes, transmission, and prevention of various circulatory and respiratory diseases

6.        Compare systems of classifying organisms, including systems used by scientists

á         Order simple and complex plant organisms, using a scientific classification system

7.        Decipher the system for assigning a scientific name to every living thing

á         Explain why simple and complex plants fit into a particular scientific class

8.        Demonstrate an initial understanding of how scientists use fossils to prove that past life, climate, environment, and geologic features in a certain location are very different from those of the present

á        Explore the adaptive advantages of metamorphosis

9.        Describe the fundamental chemical process of photosynthesis-respiration

á         Explain the process of photosynthesis at a basic chemical level

10.    Analyze how the finite resources in an ecosystem limit the types and populations of organisms within it

á         Model the effect of overpopulation of a species

11.    Describe succession and other ways that ecosystems can change over time

á        Model different plot areas to show where succession occurs (e.g., field, edge of a field, emerging forest)

Grade 7

1.        Review and extend prior learning

2.        Describe some behavioral adaptations organisms have developed that result in a different cycle (e.g., dormancy, hibernation, aestivation)

á        Model the adaptation of plants and animals to their environment

3.        Prepare and study microscope slides of plant and animal cells

á        Prepare and stain slides and use a microscope at ever-increasing levels of sophistication

4.        Describe the structure and function of major organs in human systems

á         Describe the structure and function of the sensory organs

á         Eyes

á         Ears

á         Nose

á         Tongue

á     Model the structure and function of the major organs of the digestive and excretory systems

5.        Compare and contrast human organ systems with those of other species

á         Compare and contrast the human digestive system and the human excretory system to those of other species

6.        Describe the causes, transmission, and prevention of various diseases

á         Describe the causes, transmission, and prevention of various digestive and excretory diseases

7.        Compare systems of classifying organisms, including systems used by scientists

á         Demonstrate an initial understanding of how to classify protista, fungi, and monera, using a scientific classification system

8.        Decipher the system for assigning a scientific name to every living thing

á         Demonstrate an initial understanding of how protista, fungi, and monera fit into a particular scientific order and family

9.        Describe how fossils can be used by scientists to trace the history of a species

á         Model the placement of fossils and trace the history of a given site

10.    Demonstrate an initial understanding of how scientists use fossils to prove that past life, climate, environment, and geologic features in a certain location are very different from those of the present

á         Use local Maine fossils to prove that past life, climate, environment, geologic features in a given location are very different from those of the present (e.g., brachiopods, ferns)

11.    Describe the fundamental chemical process of photosynthesis-respiration

á         Demonstrate an understanding of photosynthesis as the foundation of food webs

12.    Analyze how the finite resources in an ecosystem limit the types and populations of organisms within it

á        Model the effects on populations of animals in given managed versus unmanaged plots

Grade 8

1.        Review and extend prior learning

2.        Describe the fundamental chemical process of photosynthesis

á        Using diagrams, explain the process of photosynthesis-respiration at a chemical level with a basic equation

3.        Describe various mechanisms found in the natural world for transporting living and non-living matter and the results of such movement

Grade 9

1.        Review and extend prior learning

2.        Analyze the basic characteristics of living things, including their need for food, water, and gases and the ability to reproduce

á         Distinguish between the cell wall and the cell membrane in both structure and function

á         Demonstrate an understanding of the important molecules of life;

á         Proteins (including enzymes and hormones)

á         Carbohydrates

á         Lipids

á         Nucleic acid

á         Demonstrate an understanding of the fluid-mosaic model of membrane structure

á        Demonstrate an understanding of the process of diffusion and osmosis

á         Identify methods of transporting materials through the cell membrane

á         Active transport

á         Passive transport

á         Endocytosis

á         Pinocytosis

á         Phagocytosis

á         Exocytosis

á         Demonstrate an understanding of the functions of cytoplasmic organelles

á         Mitochondria

á         Chloroplast

á         Ribosomes

á         ER and Golgi apparatus

á         Lysomes

á         Vacuoles and plastids

á         Compare the processes of photosynthesis and respiration and describe the factors that affect them

á         Define autotroph

á         Define heterotroph

á         Describe the experiments that contributed to the understanding of photosynthesis

á         Demonstrate an initial understanding of the reactions of photosynthesis and the products of those reactions

á         Light reaction

á         Dark reactions

á         Demonstrate an initial understanding of the process of glycolysis

á         Explain the process of phosphorylation, i.e., the Kreb's cycle

á         Demonstrate an understanding of the organizational hierarchy of living things

á         Cells

á         Tissues

á         Organs

á         Systems

á         Organisms

á         Demonstrate an understanding of cell growth

á         Limits

á         Rates

á         Controls

á         Uncontrolled cell growth

á         Illustrate how cells replicate and transmit information, including DNA and RNA

á         Interphase

á         Mitosis

á       Prophase

á       Metaphase

á       Anaphase

á       Telophase

á         Cytokinesis

á         Relate osmotic pressure to the process of osmosis

á         Build models to demonstrate

á         Differential permeability

á         Plasmolysis

á         Cytoplasmic streaming

á         Demonstrate an initial understanding of nucleic acid and the difference between DNA and RNA

á         Demonstrate an initial understanding of DNA

á       Explain the structure and function of DNA

á       Explain the process of DNA replication

á       Explain how DNA is isolated, cut, spliced, and handled

á       Explain how DNA is used to transfer cells and organisms

á       Describe some possible applications of analyzing and sequencing human DNA

á          Health and medicine

á          Criminology

á         Demonstrate an initial understanding of RNA

á       Explain the structure and function of RNA

á       List and discuss the three types of RNA

á          Messenger RNA

á          Transfer RNA

á          Ribosomal RNA

á         Demonstrate an initial understanding of the biochemistry of protein synthesis

á         Demonstrate an understanding of the relationship among the cell wall, cell membrane, vacuoles, and turgidity in plants

á         Demonstrate an understanding of the need for meiosis, the reduction division during gamete formation

á         Explain the need for reduction division of chromosomes during gamete formation

á         Discuss how the phases of meiosis provide for the orderly reduction of chromosomes

á         Explain how the process of meiosis reveals the mechanism behind Mendel's conclusions about segregation and independent assortment on a cellular level

á         Describe why the offspring of sexually reproducing species have different survival rates than those of asexually reproducing species under a variety of conditions and discuss the advantages and disadvantages of each

á         Demonstrate an initial understanding of the work of geneticist Gregor Mendel

á         Describe the experiments of Gregor Mendel

á         Use a Punnett square to explain how pairs of genes segregate during an F1 cross

á         Use a two-factor cross to demonstrate how genes assort independently

á         Demonstrate how probability can be used to predict the expected outcomes of genetic crosses

á         Discuss how the expected results of a genetic cross may differ from the observed results

á         Identify the factors that may cause the observed results of a genetic cross to differ from the expected results

á         Demonstrate how a Punnett square can be used to predict the results in a genetic cross

á       One factor

á       Two factor

á         Demonstrate an understanding of the chromosome theory of heredity

á         Explain how gene linkage affects inherited traits

á         Describe the process of crossing over and explain how that process increases genetic variety

á         Describe the process of gene mapping

á         Describe the process of sex determination and the patterns of inheritance for sex-linked traits

á         Discuss mutation and the effects of mutation

á         Define mutation

á         Distinguish between somatic (body cell) and germ (gamete) mutations

á         Describe and compare the various types of mutations

á       Gene

á       Chromosomal

á         Discuss the factors that regulate and control gene expression

á    Define and discuss dominance, incomplete dominance, and co-dominance

á         Compare the regulation of gene expression in prokaryotes and eukaryotes

á         Demonstrate an understanding of the ethical issues involving new genetic techniques, i.e., genetic engineering

á         Traits to be changed in human genetics

á         Regulation of genetic experimentation as it relates to humans

á         Demonstrate an understanding of how human traits are inherited

á         Action of dominant genes

á         Action of recessive genes

á         Distinguish between sex chromosomes and autosomes

á         Demonstrate an understanding of human traits determined by multiple alleles

á         ABO blood groups

á         Rh blood groubs

á         Distinguish between traits determined by multiple alleles and polygenic traits

á         Demonstrate an understanding of how sex is determined in humans

á         X chromosome

á         Y chromosome

á         Demonstrate an understanding of conditions of non-disjunction of sex chromosomes

á         Demonstrate an understanding of human sex-linked traits

á         Colorblindness

á         Hemophilia

á         Distinguish between sex-linked and sex-influenced traits

á         Explain how examination of chromosomes can indicate the presence of genetic disorders

á         Demonstrate an understanding of methods of detecting genetic disorders during pregnancy

á         Amniocentesis

á         Chorionic villus biopsy

3.        Demonstrate an understanding of the living organism

á         Demonstrate an understanding of the need for systems to name and to classify organisms

á         Describe characteristics of a good biological classification system

á         Demonstrate an understanding of the classification system developed by Carolus Linnaeus

á         Explain the system of binomial nomenclature

á         Identify the taxa in the classification system devised by Linnaeus

á         Compare the traits of two organisms, each from different taxa

á         Demonstrate an understanding of the basis of modern classification

á         Identify a taxon with a clear biological identity

á      Explain how taxa show evolutionary relationships between organisms

á         Discuss the importance of biochemistry and homologous structures to taxonomists

á         Demonstrate an initial understanding of characteristics of organisms belonging to each kingdom

á         Origin/evolution

á         Nutrition and respiration

á         Growth and reproduction

á         Symbiotic relationships

á         Ecological significance

á         Demonstrate an understanding of the structure of the five-kingdom classification system

á         Kingdom Monera

á       Viruses

á       Monerans (prokaryotic cells)

á         Kingdom Protista

á       Animal-like protists

á          Cilia-bearing protists

á          Protists with flagella

á          Spore-producing parasitic protists

á          Protists with false feet

á       Plant-like protists

á          Flagellates with chloroplasts

á          Dinoflagellates

á          Chrysophytes and diatoms

á          Slime molds

á    &