LAB-AIDS Correlations to New Mexico 9-12 Science Standards 1 HIGH SCHOOL BIOLOGY

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1 LAB-AIDS Correlations to New Mexico 9-12 Science Standards 1 HIGH SCHOOL BIOLOGY Science and Global Issues: Biology (SGI Biology) is written by the SEPUP group, at the Lawrence Hall of Science, University of California Berkeley, under the direction of Dr. Barbara Nagle, SEPUP Director. Development of SGI Biology is supported by grants from the National Science Foundation. This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training at LAB-AIDS. SGI Biology is published by, and is available exclusively from, LAB-AIDS, Ronkonkoma NY, For more information about this correlation or for questions about review copies, presentations, or any matters related to sales or service, please contact Ryan Luby, LAB-AIDS Regional Sale Manager, at , or by at ryan@lab-aids.com, or visit us on the web at 1

2 Science in Global Issues Biology Unit Title Student Book Pages Issue Focus Sustainability 1-46 Aspects of sustainability from a personal, community and global perspective Ecology: Living on Earth Sustainability from an ecosystems perspective, with a focus on humans impacts on ecosystems Making decisions regarding fisheries management Cell Biology: World Health Disparities between developing and developed countries in terms of diseases impacts on life Making decisions about priorities for diseases that limit social, economic, and environmental progress Genetics: Feeding the World Comparison of selective breeding and genetic modification Use of genetically modified organisms, particularly in the production of agricultural crops Evolution: Maintaining Diversity Conserving genetic, species and ecosystem diversity Ecosystems services and intrinsic value models for conservation

3 Key to SEPUP Assessment System: SEPUP materials include research-based assessment system developed by SEPUP and the Berkeley Evaluation and Assessment Research Group (BEAR) in the University of California Graduate School of Education. Forming the core of the SEPUP Assessment System are the assessment variables (content and process skills to be assessed), assessment questions or tasks used to gather evidence and scoring guides for interpreting students responses (correspond to assessment variables). The seven assessment variables are: Designing Investigations (DI) Organizing Data (OD) Analyzing Data (AD) Understanding Concepts (UC) Evidence and Trade-offs (ET) Communication Skills (CS) Group Interaction (GI) Types of assessment: Quick Checks ( ) present opportunities for informal formative assessment and may be used prior to instruction to find out what students know or think. They may also be used to help teachers track students knowledge of key information or progress in understanding a concept. Some embedded questions and tasks and all item bank questions are all suitable for summative assessment. Analysis questions are included at the end of each activity. Citations included in the correlation document are as follows: 5 AQ 1-4 means that the standard or benchmark may be assessed using Analysis Questions 1-4 for Activity 5. 5: AQ 1-4, 5 UC means that in addition to AQ1-4, AQ 5 uses the Understanding Concepts scoring guide for Activity Proc UC means that the procedure (Proc) of Activity 16 contains an embedded task and uses the Understanding Concepts scoring guide. For more information on program assessment and using SEPUP rubrics, consult the Teacher s Guide, TR part IV.

4 Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically Benchmark I: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific investigations and communicate results. 1. Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions. Appendix I, What is Science? Throughout, e.g., Eco Cell 11 Safety notes for all labs where needed 2. Design and conduct scientific investigations that include: testable hypotheses controls and variables methods to collect, analyze, and Throughout, e.g., interpret data Eco results that address hypotheses being Cell 11 investigated predictions based on results re-evaluation of hypotheses and Sus 5 additional experimentation as necessary Eco 2,10, 16 error analysis. 3. Use appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances, microscopes). Cell 8, 11 Throughout, e.g., Eco 8, 9, 14 Cell 4, 5, 12 Gen 3, 12, 13, 16 Evo AQ 4 AD, AQ 6 UC 11 AQ 5, 6, 8 UC 11 AQ 4 AD 10 AQ 4 AD, AQ 6 UC 11 AQ 5, 6, 8 UC 11 AQ 4 AD 5 AQ 4 AD 2 AQ 1 AD 10 AQ 4 AD 16 AQ 5 AD 8 AQ 1&2 AD 11 AQ 4 AD 4. Convey results of investigations using scientific concepts, methodologies, and expressions, including: scientific language and symbols Sus 5, 6 diagrams, charts, and other data displays mathematical expressions and processes (e.g., mean, median, slope, proportionality clear, logical, and concise communication Cell 10 Gen 15, 18 Evo 3, 14, 15 Sus 1, 5 Eco 2, 15 Appendix B Scatterplot and Line Graphing Sus 5, 6 Cell 10 Gen 15, 18 Evo 3, 14, 15 reasoned arguments. Sus 6 Eco 4, 5 6 AQ 1 ET 4 AQ 4 ET

5 Cell 18 Gen 1, 20 Evo 9, 15 5 AQ 1 ET 18 AQ 2 ET 1 AQ 4 ET 20 Proc ET 9 AQ 1 ET 15 AQ 1 ET 5. Understand how scientific theories are used to explain and predict natural phenomena (e.g., plate tectonics, ocean currents, structure of the atom). Benchmark II: Understand that scientific processes produce scientific knowledge that is continually evaluated, validated, revised, or rejected. 1. Understand how scientific processes produce valid, reliable results, including: consistency of explanations with data and observations openness to peer review full disclosure and examination of assumptions testability of hypotheses repeatability of experiments and reproducibility of results. 2. Use scientific reasoning and valid logic to recognize: faulty logic cause and effect the difference between observation and unsubstantiated inferences and conclusions potential bias. 3. Understand how new data and observations can result in new scientific knowledge. 4. Critically analyze an accepted explanation by reviewing current scientific knowledge. 5. Examine investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe). 6. Examine the scientific processes and logic used in investigations of past events (e.g., using data from crime scenes, fossils), investigations that can be planned in advance but are only done once (e.g., expensive or time-consuming experiments such as medical clinical trials), and investigations of phenomena that can be repeated easily and Appendix I What is Science? Also see for example, Eco Cell 11 Appendix H Media Literacy Appendix I What is Science? Eco Cell AQ 4 AD, AQ 6 UC 11 AQ 5, 6, 8 UC 11 AQ 4 AD 10 AQ 4 AD, AQ 6 UC 11 AQ 5, 6, 8 UC 11 AQ 4 AD Gen 5, 11 5 AQ 1-2 Evo 4 11 AQ AQ 1 Gen 5, 11 5 AQ 1-2 Evo 4 11 AQ AQ 1 See, for example, Case studies in: Eco 1, 4, 18 Cell 2, 3, 7, 8, 13, 16 Evo 2, 6, 7, 13, 16, 17, 18 Evo 5, 6, 7 Note, these activities all use the fossil record as a context for these processes 5 AQ AQ AQ 3-4

6 frequently Benchmark III: Use mathematical concepts, principles, and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings, and draw conclusions. 1. Create multiple displays of data to analyze and explain the relationships in scientific investigations. 2. Use mathematical models to describe, explain, and predict natural phenomena. 3. Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling). 4. Identify and apply measurement techniques and consider possible effects of measurement errors. 5. Use mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis). Throughout, e.g., Sus 1, 5 Eco 2, 15 Appendix B Bar Graphing Scatterplot and Line Graphing Sus 1, 2, 4, 5 Eco 2, 3, 5 Throughout, e.g., Sus 4 Eco 8, 9, 14 Cell 4, 5, 12 Gen 3, 12, 13, 16 Evo 11 Sus 1, 2, 4, 5 Sus 1, 2, 4, 5 Eco 5, 14, 15 5 Proc CS 2 Proc CS 15 Proc CS 1 AQ 2a 2 AQ 1 5 AQ 4 2 AQ 6 3 AQ 3 5 AQ 5 1 AQ 2a 2 AQ 1 5 AQ 4 1 AQ 2a 2 AQ 1 5 AQ 4 14 AQ AQ 2 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments Benchmark I: Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. Ecosystems 1. Know that an ecosystem is complex and may exhibit fluctuations around a steady state or may evolve over time. 2. Describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores, carnivores, omnivores, predator-prey, symbiosis, mutualism). Eco 5, Eco 5, 6, 7 5 AQ 1 ET 16 AQ 5 AD, AQ 1 UC 17 AQ 1 & 2 UC 5 AQ 1 ET 6 AQ AQ 2-4 UC

7 3. Understand and describe how available Eco 7, 8, 9 7 AQ 2, 3, 4 UC resources limit the amount of life an ecosystem can support (e.g., energy, water, 8 AQ 3 UC 9 AQ 3, 6 UC oxygen, nutrients). 4. Critically analyze how humans modify and change ecosystems (e.g., harvesting, pollution, population growth, technology). Energy Flow in the Environment 5. Explain how matter and energy flow through biological systems (e.g., organisms, communities, ecosystems), and how the total amount of matter and energy is conserved but some energy is always released as heat to the environment. 6. Describe how energy flows from the sun through plants to herbivores to carnivores and decomposers. 7. Understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide, and Eco 1, 4, 18 Eco 5, 7 1 Proc GI 4 AQ 4 ET 18 AQ AQ 1 ET 7 AQ 2, 3, 4 UC Eco 6, 7, 9 6 AQ AQ 2, 3, 4 UC 8 AQ 3 UC Eco 8, 9 8 AQ 3 UC 9 AQ 3, 6 UC water into chemical energy). Biodiversity 8. Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species), including: classification of an organism into a category similarity inferred from molecular Evo 10 structure (DNA) closely matching classification based on anatomical similarities similarities of organisms reflecting evolutionary relationships. 9. Understand variation within and among species, including: mutations and genetic drift Gen 16 Evo 12, 13 Appendix G: Classifying Living Organisms 10 AQ 2, 3 UC Evo 7, 8 7 AQ AQ 1 UC 16 Proc UC 12 AQ AQ 4-5 factors affecting the survival of an Evo 12, AQ 1-4 organism 13 AQ 3-5 natural selection. Evo AQ 1-4 Genetics Know how DNA carries all genetic information in the units of heredity called genes, including: the structure of DNA (e.g., subunits A, G, C, T) information-preserving replication of DNA Gen AQ 1-4 Gen AQ 1 UC

8 alteration of genes by inserting, deleting, or substituting parts of DNA. Gen 12, AQ 1 UC 16 Proc UC 2. Use appropriate vocabulary to describe Gen AQ 4 UC inheritable traits (i.e., genotype, phenotype). 5 AQ Proc GI 3. Explain the concepts of segregation, independent assortment, and dominant/recessive alleles. 4. Identify traits that can and cannot be inherited. 7 AQ 1-2 Gen 13, AQ AQ 1 UC Gen 5 5 AQ Know how genetic variability results from the recombination and mutation of genes, including: sorting and recombination of genes in sexual reproduction result in a change in DNA that is passed on to offspring Gen 13, AQ AQ 1 UC radiation or chemical substances can cause mutations in cells, resulting in a permanent change in DNA. 6. Understand the principles of sexual and asexual reproduction, including meiosis and mitosis. 7. Know that most cells in the human body contain 23 pairs of chromosomes including one pair that determines sex, and that human females have two X chromosomes and human males have an X and a Y chromosome. Biological Evolution 8. Describe the evidence for the first appearance of life on Earth as one-celled organisms, over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years. 9. Critically analyze the data and observations supporting the conclusion that the species living on Earth today are related by descent from the ancestral one-celled organisms. 10. Understand the data, observations, and logic supporting the conclusion that species today evolved from earlier, distinctly different species, originating from the ancestral onecelled organisms. 11. Understand that evolution is a consequence of many factors, including the Gen 16 Gen 3, AQ Proc UC 3 Proc UC 13 AQ 1-4 Gen AQ 1-4 Evo 3, 6 3 AQ 1, UC & CS 6 AQ 1-3 Evo 6, 11, 13, 14 6 AQ AQ AQ AQ 1, UC & CS Evo 6, 11, 13, 14 6 AQ AQ AQ AQ 1, UC & CS Evo 12, 13, AQ AQ 4-5

9 ability of organisms to reproduce, genetic 14 AQ 1, UC & CS variability, the effect of limited resources, and natural selection. 12. Explain how natural selection favors individuals who are better able to survive, reproduce, and leave offspring. Evo 4, 11, 12, 13 4 AQ AQ 4 12 AQ Analyze how evolution by natural selection and other mechanisms explains many phenomena including the fossil record of ancient life forms and similarities (both physical and molecular) among different species. 13 AQ 4-5 Evo AQ AQ AQ AQ 1 UC 9-12 Benchmark III: Understand the characteristics, structures, and functions of cells. Structure and Function 1. Know that cells are made of proteins Cell 9, 10 9 AQ 3, 5, 6 UC composed of combinations of amino acids. 10 AQ 3 UC 2. Know that specialized structures inside cells in most organisms carry out different functions, including: parts of a cell and their functions (e.g., nucleus, chromosomes, plasma, and mitochondria) Cell 4, 5, 6 4 AQ 2 UC 5 AQ 1 UC 6 AQ 4 UC storage of genetic material in DNA Cell 4, 5, 6 4 AQ 2 UC 5 AQ 1 UC 6 AQ 4 UC similarities and differences between plant and animal cells Cell 5 5 AQ 1 UC prokaryotic and eukaryotic cells. Cell 6 6 AQ 4 UC 3. Describe the mechanisms for cellular Cell 4, 5, 6 4 AQ 2 UC processes (e.g., energy production and storage, transport of molecules, waste 5 AQ 1 UC 6 AQ 4 UC disposal, synthesis of new molecules). 4. Know how the cell membrane controls which ions and molecules enter and leave the cell based on membrane permeability and transport (i.e., osmosis, diffusion, active transport, passive transport). Cell 8, 9 8 AQ 1, 2 AD 9 AQ 3, 5, 6 UC 5. Explain how cells differentiate and specialize during the growth of an organism, including: differentiation, regulated through the selected expression of different genes Cell 13, Proc GI 14 AQ 3-4 specialized cells, response to stimuli (e.g., nerve cells, sense organs). 6. Know that DNA directs protein building (e.g., role of RNA). Biochemical Mechanisms Cell 13, 14 Cell Proc GI 14 AQ Proc GI

10 7. Describe how most cell functions involve chemical reactions, including: promotion or inhibition of Cell Proc DI, AQ biochemical reactions by enzymes AQ 4 AD processes of respiration (e.g., energy production, ATP) Cell Proc GI communication from cell to cell by Cell 10 (signaling secretion of a variety of chemicals proteins carry signals (e.g., hormones). between cells)