4C: Living examples 3B: Use models to predict and justify that changes in the monomers affect the function of the polymer. LO 4.3 3C: Differentiate between the emergent properties of water through the chemical nature of water. 2B.1: Define scientific such as: dehydration, hydrolysis, anabolic, catabolic. 2B.2: Describe why a variety of molecules provide a wide range of functions to organisms. LO 4.22 2C.1: Define scientific such as: hydrogen bonding, adhesion, cohesion, specific heat, and universal solvent. 2C.2: Describe the different emergent properties of water. Cell Processes Topic 4 3 2 Cell Processes In addition to meeting the learning goal, the student demonstrates inferences and applications that go beyond the goal. 4A: Justify the selection of data regarding the of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. LO 2.8 3A: Represent graphically or model quantitatively the exchange of molecules between an organism and its environment. 2A.1: Define terms: homeostasis, plasma membrane, osmosis, diffusion, phospholipid, embedded proteins, passive transport, active transport, exocytosis, endocytosis, phagocytosis, hydrophilic, hydrophobic, water potential. 2A.2: Construct models that connect the movement of molecules across membranes with membrane structure and function. LO 2.11 2A.3: Use calculated surface area-to-volume ratios to predict cells might eliminate wastes or procure nutrients faster by diffusion. LO 2.6
3C: Create a visual representation to illustrate how changes in a DNA sequence can result in a change in the polypeptide produced. LO 3.25 3D: Predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. LO 3.6 2C.1: Define terms such as: gene, intron, exon, transcription, translation, mRNA, tRNA, rRNA, codon, anticodon, mutation, deletion, substitution, insertion, frameshift, transposable element. 2C.2: Use representations and models illustrating polypeptide synthesis. LO 3.4 2D.1: Describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. LO 3.18 2D.2: Describe the connection between the regulation of gene expression and observed differences between individuals in a population. LO 3.19 Scientific Practices Labs and Resources Topic 4 3 2 Scientific Practices In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. ❏ Engage in scientific questioning to extend thinking or Apply scientific practices to biology. ❏ Use representations and models (graphs, diagrams, tables, charts) to communicate scientific phenomena and solve scientific problems (SP.1). ❏ Use mathematics appropriately (SP.2). A level 2 in scientific practices fails to meet the learning goal in two areas: Use representations and models to communicate scientific phenomena and solve scientific problems (SP.1). Use mathematics appropriately
3D: Justify the scientific claim that organisms share core biological processes and features and how these shared features support the concept of common ancestry for all organisms. (LO 1.14-1.16) 3E Justify the selection of geological, physical, and chemical data that reveal early Earth conditions that lead to the origin of life on Earth. (LO 1.32) 2D.1: Pose scientific questions a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. (LO 1.17) 2D.2: Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. (LO 1.18) 2D.3: Create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation provided data (LO 1.19) 2D.4: Define terms such as: phylogeny, derived trait, cladogram, clade, sister group 2E.1 Describe and evaluate scientific hypotheses about the origin of life on Earth. (LO 1.27) 2E.2 Explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past (LO 4.20) 2E.3 Define terms such as: Big bang theory, Miller-Urey experiment, RNA world hypothesis, protocell, cyanobacteria, stromatolites, endosymbiont theory. Cell Communication & Systems Topic 4 3 2 Cell & Systems In addition to meeting the learning goal, the student demonstrates inferences and 3A: Create a model that expresses key elements to show how changes(s) in signal transduction can alter cellular response (can include psychoactive drugs, inhibitors, etc.) 2A: Describe the three steps of the cell signaling process (reception, transduction, response (changes in gene expression or activation of an enzyme(s))