Life+Sciences

**5.3 Life Science** All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
 * Standards **

** Content Statements ** ** Strand A. Organization and Development:** Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.

** Strand D. Heredity and Reproduction: **Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.


 * CPI # Cumulative Progress Indicator (CPI)**

 5.3.6.A.1 Model the interdependence of the human body’s major systems in regulating its internal environment. 5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.

5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction.

5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding.

5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics.

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** Unit Essential Questions ** · What do all living things have in common? How do organisms change as they go through their life cycle?

** Unit Enduring Understandings ** · Living organisms have a variety of observable features that enable them to obtain food and reproduce. · Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring.

** Unit Learning Targets ** // Students will ... //

** A.1. - Construct conceptual models to clarify the levels of organization for structure and function in living things (cells, tissues, organs, organ systems). **

 * Science Textbook Unit D Human Body Chapter 1


 * [[file:The Body Team.docx]]
 * [[file:Which Systems are Used]]


 * PBL -You are the leader (mayor, principal, manager, etc.) of a human-created system (a city, a school, a restaurant, etc.). Compare, using an original metaphor, the functions and interdependence of cell organelles to the elements of your human-created system. Create a commercial to advertise your city, school, restaurant, etc. using the details of the organelles’ functions to draw people in, highlighting how efficiently the elements work together, just like within a cell.

==** A.2. Compare and contrast the types of organelles found within plant and animal cells. Focus on how all of the organelles, in both plants and animals, work together to complete the essential cell functions. **==


 * =====Refer to Science Curriculum binder (cells and the microscope) =====
 * ====== For background knowledge, students & teachers can refer to pages A50-A69 of Scott Foresman Science Text ======
 * =====[|Cells - smartexchange] =====

=** D.2. Research methods of manipulating inheritance. **=
 * = ** Explain how given traits can be achieved (and can occur in higher frequencies) by selective breeding. ** =
 * = ** Breed virtual or live organisms in the classroom (plants, fruit flies, mealworms, etc.) and document the entire process. ** =
 * =**Observe their bred organisms of the same kind and describe how their physical appearances differ in a journal or a student - created nature documentary.**=


 * For background knowledge, students & teachers can refer to pages A50-A69of Scott Foresman Science Text
 * Mealworm activities/packets (Science Binder)

= =
 * [|Dog Breeding using Genetic]


 * You are a breeder for a farming or animal industry (horse, cow, dog, plants, flowers, etc.). Your crops/plants/animals have been receiving much attention from your field recently, as they are much larger/healthier/brighter, etc.than any other competitors'. People are talking about your techniques, claiming that you are using illegal products to encourage the growth of your product. Create a two minute commercial that explains the process of selective breeding with respect to your product; show the process of how you can select certain traits to breed and how generations can change over time.

**D.3. Distinguish between inherited and acquired traits/characteristics.**
=**Monitor the different variations found among organisms of the same kind (color, size, etc.).**=
 * For background knowledge, students & teachers can refer to pages A50-A69 of Scott Foresman Science Text
 * http://www.brainpop.com/science/ecologyandbehavior/behavior/preview.weml Brain Pop - Ecology & Behavior


 * [[file:inherited vs. acquired CSCOPE activity.pdf]]


 * Online quiz : [|http://www.softschools.com/quizzes/science/inherited_versus_learned_traits/quiz461.html >]


 * A Unique Look at Nature vs. Nurture ABC News http://abcnews.go.com/GMA/AmericanFamily/story?id=1044874&page=1


 * Determine which traits are acquired or inherited after being provided with a variety of images of individuals from the same species. Justify responses with evidence.

Bottle Biology; Salt of the Earth – activity designed to find what population of plants are more resistant to the effects of salt than others. If so, how might such a population be selectively bred to tolerate higher concentrations of salt? This is an advanced activity that is meant to help you apply the principles of selective breeding. []

[|What Jeans are you Wearing?] Smartboard Exchange Lesson

=Assessments:=
 * PROBE:** Cells: Is it Made of Cells?, Cells and Size, Is It Living?, Functions of Living Things, Does it Have a Life Cycle,
 * Multimedia Cells Project and Rubric**

[|The Microscope Test]


 * PROBE:** Genetics: Sam's Puppy, Biological Evolution, Is It Fitter? Baby Mice