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