Post on 14-Aug-2020
Origin of LifeSC.912.L.15.8 DESCRIBE THE SCIENTIFIC EXPLANATIONS OF
THE ORIGINS OF LIFE.
1. Students will describe scientific
explanations of the origins of life on Earth.
Scientists who contributed:
Pasteur, Oparin, Miller & Urey, Margulis, Fox
Developed ideas such as spontaneous generation,
biogenesis, and endosymbiont theory
1. Students will describe scientific
explanations of the origins of life on Earth.
Origin of organic molecules: “primordial soup” – gases in
early atmosphere reacted to form organic molecules
Origin of cells: prokaryotic cells came first, then
eukaryotic; lived together
2. Students will describe the conditions
contributing to the origin of life on Earth.
Began as a molten body; gravity pulled denser elements
to the center
Crust formed with lighter elements
Atmosphere was formed by volcanoes
Theory of EvolutionSC.912.L.15.1 EXPLAIN HOW THE SCIENTIFIC THEORY OF
EVOLUTION IS SUPPORTED BY THE FOSSIL RECORD,
COMPARATIVE ANATOMY, COMPARATIVE EMBRYOLOGY,
BIOGEOGRAPHY, MOLECULAR BIOLOGY, AND OBSERVED
EVOLUTIONARY CHANGE.
1. Students will explain the difference
between a theory and a law.
Theory: explanation of a natural phenomenon based on many
observations and investigations over time.
Cell Theory & Theory of Evolution
Law: describes relationships under certain conditions in nature.
Law of Conservation of Mass & Law of Conservation of Energy
They are fundamentally different, therefore theories do not
become laws and laws do not become theories.
2. Students will explain how specific scientists
contributed to the theory of evolution.
Darwin: natural selection – explanation of how populations can change over
time; less adapted species eventually die out
Lamarck: characteristics could be gained/lost/changed to suit environment
Lyell: developed ideas of Earth came to be geographically
Malthus: wrote an essay that suggested humans would eventually outgrow
their food source if left unchecked; helped Darwin develop natural selection
Mendel: explanation of how genetics is carried from generation to generation
Wallace: also worked with Darwin’s ideas to develop principles of natural
selection
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Evolution is supported by:
Fossil record
Comparative anatomy
Comparative embryology
Biogeography
Molecular biology
Observed change
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Fossil record:
Provides a record for species that lived
long ago
Can show how ancient species are
related to present species and
approximate time frame they lived
Law of Superposition: younger layers of
rocks are on top of older layers of rocks
Derived traits (new) vs. Ancestral traits
(old) can show evolutionary change
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Comparative Anatomy:
Homologous Structure: common
ancestory; structure similar, function
may be different
Analogous Structure: no common
ancestory; function similar, structure
may be different
Vestigial Structure: reduced forms of
structures that no longer serve a
purpose (example of homologous
structure)
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Comparative Embryology:
Show relationships by looking at
embryos of organisms
Embryo: an early, pre-birth stage of an
organism’s development
Many vertebrate embryos look similar
even though the adult forms do not
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Biogeography:
Study of the
distribution of
plants and
animals on
Earth
Created from
Darwin’s
studies
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Comparative
Biochemistry:
Species with a
more recent
common
ancestor will
share more
amino acids
Their DNA is more
closely related
3. Students will identify evidence for and/or
explain the scientific theory of evolution.
Other important terms:
Adaptive radiation (divergent evolution): one species gives
rise to many other species; results in homologous structures
Convergent evolution: many unrelated species become more
similar; results in analogous structures; occurs in areas that may
be far apart but have similar climates and ecology
Coevolution: evolution of one species may affect the
evolution of another species; dependent on each other
Punctuated equilibrium: periods of rapid genetic change
cause species to diverge quickly
Hominid Evolution
SC.912.L.15.10 IDENTIFY BASIC TRENDS IN HOMINID
EVOLUTION FROM EARLY ANCESTORS SIX MILLION YEARS
AGO TO MODERN HUMANS, INCLUDING BRAIN SIZE, JAW
SIZE, LANGUAGE, AND MANUFACTURE OF TOOLS.
1. Students will explain trends in hominid evolution
from early ancestors to modern humans.
Primates to Hominins:
Strepsirrhines
New World Monkeys
Old World Monkeys
Gibbons
Orangutans
Gorillas
Chimpanzees/Bonobos
Hominins
Older
Newer
• The more closely
they’re related, the
more DNA they share!
• Ex: Chimpanzees and
Humans share more
DNA than Gibbons and
Humans
1. Students will explain trends in hominid evolution
from early ancestors to modern humans.
As humans evolved:
Brain size increased – allowed for development of
language, culture, and tool creation
Jaw size decreased – see changes in jaw as diet
changes
Parts of the Brain
SC.912.L.14.26 IDENTIFY THE MAJOR PARTS OF THE BRAIN
IN DIAGRAMS AND MODELS
1. Students will identify the major parts of the brain
on a diagram.
Circulatory SystemSC.912.L.14.36 DESCRIBE THE FACTORS AFFECTING
BLOOD FLOW THROUGH THE CARDIOVASCULAR SYSTEM.
1. Students will explain how factors affect blood
flow through the circulatory system.
• Blood pressure: a measure of how much pressure blood puts on the blood
vessels; high blood pressure usually indicates a problem because blood is
working too hard to flow through the vessels; ie. fat deposits or blockage
• Blood volume: must maintain a normal volume of blood; not enough and
blood will not flow properly
• Blood viscosity: thicker blood will have a harder time flowing through small
blood vessels
• Exercise: can decrease fat deposits in vessels and postpone diseases such
as blood clots and artherosclerosis (blocked arteries)
1. Students will explain how factors affect
blood flow through the circulatory system.
Immune System
SC.912.L.14.52 EXPLAIN THE BASIC FUNCTION OF THE
HUMAN IMMUNE SYSTEM. INCLUDING SPECIFIC AND
NONSPECIFIC IMMUNE RESPONSES, VACCINES, AND
ANTIBIOTICS.
1. Students will know the basic functions of the
immune system.
Defend the body against invaders
Nonspecific: first line of defense; skin barrier, salivia, mucus, etc
Specific: second line of defense; works to resolve a specific invader
1. Students will know the basic functions of the
immune system.
Type of Cells:
Interferon: protein secreted by virus infected cells to destroy the virus (nonspecific)
B Cells: antibody factories
Antibodies: proteins that react with a specific foreign antigen
Helper T Cells: binds with the antigen to help attach to a B cell and produce antibodies
Cytotoxic T Cells: activated once helper T cells bind to them; destroy pathogens and release chemicals
Memory Cells: cells that have been exposed to the antigen and stay behind to protect the body and respond quicker next time the same antigen is detected
2. Students will know the basic functions of
vaccines and antibiotics.
Vaccines: exposure of the body to an
antigen so immune memory cells will be
created to help fight off future invaders
Antibiotics: prescription drug that can kill
or inhibit growth of microogranisms
(bacteria)
3. Students will explain the significance of genetic
factors, environmental factors, and pathogens to
health.
Pathogens: things not found in the body; the “invaders” (bacteria, virus, etc)
Other diseases can be caused by only genetic factors, or a combination of genetics and environmental factors.
Ex: Genetic – Albinism (you have or you don’t)
Ex. Combo – Coronary artery disease (you may have a gene that makes you more prone to get this, but environmental factors such as diet also play a role)
Reproductive System
SC.912.L.16.13 DESCRIBE THE BASIC ANATOMY AND
PHYSIOLOGY OF THE HUMAN REPRODUCTIVE SYSTEM.
DESCRIBE THE PROCESS OF HUMAN DEVELOPMENT FROM
FERTILIZATION TO BIRTH AND MAJOR CHANGES THAT
OCCUR IN EACH TRIMESTER OF PREGNANCY.
1. Students will describe the basic anatomy and
physiology of the human reproductive system.
Male terminology:
Seminal vesicle: produce sugar into semen to provide nutrients for the sperm
Prostate gland: produce alkaline solution to neutralize the acidic conditions
sperm may encounter in the female
Vas deferens: a duct that sperm travel through to move away from the testis
Urethra: tube that carries semen and urine outside of the body
Epididymis: structure where mature sperm are stored
Scrotum: pouch where the testes are stored
Testes: male reproductive glands that produces semen
Penis: male reproductive organ
1. Students will describe the basic anatomy and
physiology of the human reproductive system.
Vas
deferens
Bladder
Penis
Urethra
Seminal
vesicle
Prostate
gland
Epididymis
Testes
Scrotum
1. Students will describe the basic anatomy and
physiology of the human reproductive system.
Female terminology:
Ovaries: produce female reproductive cells, eggs
Oviduct (fallopian tube): tube that connects ovaries to uterus
Uterus: where a baby develops before birth
Cervix: narrow opening between uterus and vagina
Vagina: leads to the outside of the female body
1. Students will describe the basic anatomy and
physiology of the human reproductive system.
Uterus
Vagina
Cervix
Ovary
Oviduct
2. Students will describe the process of human
development from fertilization to birth.
Fertilization: sperm joins and egg
Zygote: the fertilized egg, moving from oviduct to uterus
Morula: zygote that has entered the uterus and undergone cell division
Blastocyst: morula attaches to the uterus and now becomes a hollow mass
of cells; this will become the embryo
Amniotic fluid: protects, cushions, and insulates the embryo
Placenta: organ that provides food and oxygen to the embryo and removes
waste
Umbilical Cord: serves as the connection between the mother and the fetus
3. Students will explain the major changes that
occur during each trimester of pregnancy.
First Trimester Second Trimester Third Trimester
1-3 months 3-6 months 6-9 months
• Tissues, organs, and
organ systems
begin to develop
• Fetus can move
arms, fingers, and
toes
• Period of growth
• Fetus will be able to
survive outside the
mother’s womb at
the end of this
trimester
• Fat accumulation
to provide insulation
• New nerve cells
forming
• Fetus may respond
to environment