THE LIVING ENVIRONMENT CURRICULUM

KEY IDEA 1: LIVING VS NONLIVING

Living things are both similar and different from each other
and from nonliving things.

MAJOR UNDERSTANDINGS
• Living and nonliving things
• Metabolism and homeostasis
• Diversity of populations
• Earth composed of ecosystems
• Autotrophic and heterotrophic nutrition
• Producers, consumers and decomposers
• Stability of the ecosystems
• Diverse populations
• Maintenance of the ecosystem
• Organization: cells, tissues, organ, organ systems, and whole organisms
• Multiple systems: digestion, respiration, reproduction, circulation, excretion,
movement, coordination, and immunity
• Cellular structure and function
• Interaction between cells
• Necessary chemical reactions: organic and inorganic
• Specialized structures fro material and energy maintenance
• Raw materials for cells: building blocks, synthesis of compounds necessary for
life
• Enzyme function and control
• Hormonal and nerve cellular communication
• DNA, cell behavior, and protein synthesis
• Living things are composed of one or more cells
• Life processes involve specialized cell organelles

1.1 Stability of the Ecosystem

PERFORMANCE INDICATOR 1.1 Explain how diversity of populations within
ecosystems relates to the stability of the ecosystems.

1.2 Human Physiology

PERFORMANCE INDICATOR 1.2 Describe and explain the structure and
functions of the human body at different organizational levels.

1.3 One Celled Organisms

PERFORMANCE INDICATOR 1.3 Explain how a one-celled organism is able
to function despite lacking the levels of organization present in more complex organisms.
KEY IDEA 2: INHERITANCE AND CONTINUITY
Organisms inherit genetic information in a variety of ways
that result in continuity of structure and function between
parents and offspring.

MAJOR UNDERSTANDINGS
• Characteristics determined by genes
• Combination of traits determine characteristics of organisms
• Coded instructions for specific traits
• Genes contain hereditary information
• Single parent-asexual repro
• Two parents-sexual repro
• Genes are segments of DNA
• Mutations are altered genes
• DNA is coded information
• DNA controls protein synthesis
• Similar offspring—similar proteins—similar structures and functions
• Cell functions regulated by individual genes
• Different genes different instructions for different cells
• Selective breeding for particular traits
• DNA segments can be cloned
• Alter genes by inserting and deleting or substituting DNA segments
• Genetically engineered life
• New health fields due to knowledge of genetics

2.1 Material of Genetics

PERFORMANCE INDICATOR 2.1 Explain how the structure and replication of
genetic material result in offspring that resemble their parents.

2.2 Genetic Application

PERFORMANCE INDICATOR 2.2 Explain how the technology of genetic
engineering allows humans to alter genetic makeup of organisms.
KEY IDEA 3: CHANGE OVER TIME
Individual organisms and species change over time.

MAJOR UNDERSTANDINGS
• Earth’s present day species developed from earlier species
• Great variety of gene combos
• Gene mutations in reproductive cells are passed to offspring
• Mutations can be caused by agents such as radiation and chemicals
• Evolutionary consequences due to natural selection
• Advantaged offspring are most likely to survive and reproduce
• Variations in organisms support species survival under changed environmental
conditions
• Behaviors have evolved
• Billions of years of evolution
• Life on earth began as simple, single-celled organisms
• Extinction of species is common; most species that lived on earth, no longer exist
• Biological adaptations include changes in structure, behaviors, and physiology
• Classification of living things is a hierarchy of groups and subgroups
• Species is the fundamental unit of classification
• Closer the DNA sequences between organisms, the greater the degree of kinship

3.1 Evolution—Mechanisms and Patterns

PERFORMANCE INDICATOR 3.1 Explain the mechanisms and patterns of evolution.
KEY IDEA 4: REPRODUCTION AND DEVELOPMENT
The continuity of life is sustained through reproduction and
development.

MAJOR UNDERSTANDINGS
• Reproduction and development needed for the continuation of any species
• Cloning produces identical genetic copies—asexual reproduction
• Sexual reproduction requires both meiosis (gamete production) and fertilization
(zygote union) for complete genetic information for the offspring
• Zygotes divide by mitosis, differentiates into different cells, tissues, and organs
• Human reproduction and development are influenced by gene expression,
hormones and environment
• Reproduction regulation is by hormones: testosterone, estrogen, and progesterone
• Female reproductive system allows for internal fertilization and development
• Male reproductive system produces gametes and makes possible the delivery of
gametes into the female for fertilization
• Risks to embryonic development include faults in the genes, mother’s exposure to
environmental factors such as diet, use of alcohol, drugs, tobacco, other toxins, or
infections

4.1 Reproduction of their own kind

PERFORMANCE INDICATOR 4.1 Explain how organisms, including humans,
reproduce their own kind.
KEY IDEA 5: MAINTAINING THE DYNAMIC
EQUILIBRIUM
Organisms maintain a dynamic equilibrium that sustains life.

MAJOR UNDERSTANDINGS
• Energy for all living things come originally from the sun
• Chloroplasts are sites for phototsynthesis—combination of carbon dioxide and
water to form glucose and oxygen
• Organic compounds can form proteins, DNA, starch, and fat
• Energy is transferred and stored in molecules of ATP
• Enzymes control both breakdown and synthesis processes
• Homeostasis failure results in disease or death of the organism
• Immune system is designed to protect body from outside invasion
• White blood cells engulf invaders and produce antibodies
• Viral diseases, such as AIDS, damage the immune system
• Allergic reactions are caused by immune responses
• Disease is caused by inheritance, toxic substances, poor nutrition, organ
malfunction, and behavior
• Uncontrolled cell division is cancer, may be caused by gene mutations
• Dynamic equilibrium results from detection and response to stimuli
• Feedback mechanisms maintain homeostasis
• Biological research generates ways of diagnosing, preventing, treating,
controlling, or curing diseases in plants and animals

5.1 Maintaining the Dynamic Equilibrium

PERFORMANCE INDICATOR 5.1 Explain the basic biochemical processes in
living organisms and their importance in maintaining dynamic equilibrium.

5.2 Disease—Failure of Homeostasis

PERFORMANCE INDICATOR 5.2 Explain disease as a failure of homeostasis.

5.3 Systems—Explaining the Dynamic Equilibrium

PERFORMANCE INDICATORS 5.3 Relate processes at the system level to the
cellular level in order to explain dynamic equilibrium in multicelled organisms.
KEY IDEA 6: PLANT AND ANIMAL INTERDEPENDENCY
Plants and animals depend on each other and their physical
environment.

MAJOR UNDERSTANDINGS
• Energy flows through ecosystem, from sun through photosynthetic organisms to
herbivores, carnivores, and decomposers
• Biosphere is recycled by earth processes
• Chemical elements pass through food webs as illustrated in the pyramid of energy
• Carrying capacity is limited by available energy, water, oxygen, minerals and
recycling
• Competition exists for resources such as food, space, water, air, shelter
• Ecosystem dependent on physical conditions including light, temperature, pH,
soil/rock type
• Environments and resources are finite
• Relationships between organisms may be competitive or beneficial
• Biodiversity increases the stability of the ecosystem
• Biodiversity ensures a variety of genetic material, which in turn increases chances
for survival
• Interrelationships and interdependencies affect the development of stable
ecosystems
• Environmental alteration comes from both natural and human made changes
• Altered ecosystems may last for thousands of years
• Damaged ecosystem will likely recover in states to stability

6.1 Environmental Limiting Factors

PERFORMANCE INDICATORS 6.1 Explain factors that limit growth of individuals and
populations.

6.2 Biodiversity
PERFORMANCE INDICATORS 6.2 Explain the importance of preserving diversity of
species and habitats.

6.3 Change and Response

PERFORMANCE INDICATORS 6.3 Explain how the living and nonliving
environments change over time and respond to disturbances.
KEY IDEA 7: HUMAN ENVIRONMENTAL IMPACT
Human decisions and activities have had a profound impact
on the physical and living environment.

MAJOR UNDERSTANDINGS
• Increased human consumption challenges Earth’s finite resources
• Ecosystems maintain quality of the atmosphere, generation of soils, control of
water cycle, removal of wastes, energy flow, and recycling of nutrients
• Humans alter the equilibrium in ecosystems through population growth,
consumption, technology, harvesting, and pollution
• Humans degrade ecosystems through land use and pollution
• Humans change ecosystems through over hunting and deforestation
• Humans demands for additional energy resources impact ecosystems in a
negative way
• Rapid depletion of Earth’s resources causes environmental risks associated
with the use of fossil and nuclear fuels
• Individuals in society must decide on proposals which involve the present and
future of Earth through education and wise management practices
• Individuals can help to assure future suitable environments through greater
awareness and application of ecological principals

7.1 Interrelationships
PERFORMANCE INDICATOR 7.1 Describe the range of interrelationships of humans
with the living and nonliving environment.

7.2 Technological Impact

PERFORMANCE INDICATOR 7.2 Explain the impact of technological development
and growth in the human population on the living and nonliving environment.

7.3 Improvement Through Choice

PERFORMANCE INDICATOR 7.3 Explain how individual choices and societal actions
can continue to improving the environment.
SKILLS 8: LABORATORY PERFORMANCE SKILLS
Students will use mathematical analysis, scientific inquiry,
and engineering design, as appropriate, to pose questions,
seek answers, and develop solutions.

LABORATORY CHECKLIST
• Follows safety rules in the class
• Selects and uses correct instruments
• Uses graduated cylinders to measure volume
• Uses metric ruler to measure length
• Uses thermometer to measure temperature
• Uses triple-beam balance or electronic balance to measure mass
• Uses a compound microscope effectively to see specimens clearly, using different
magnifications
• Identifies and compares parts of a variety of cells
• Compares relative sizes of cells and organelles
• Prepares wet mount slides and uses appropriate staining techniques
• Designs and uses dichotomous keys to identify specimens
• Makes observations of biological processes
• Dissects plant and/or animal specimens to expose and identify internal structures
• Follows directions to correctly use and interpret chemical indicators
• Uses chromatography and electrophoresis to separate molecules
• Designs and carries out a controlled experiment based on biological processes
• States an appropriate hypothesis
• Differentiates between independent and dependent variables
• Identifies the control group and/or controlled variable
• Collects, organizes, and analyzes data, using a computer and/or other laboratory
equipment
• Organize data through the use of data tables and graphs
• Analyzes results from observations/expressed data
• Formulates an appropriate conclusion or generalization from the results of an
experiment
• Recognizes assumptions and limitations of an experiment

SKILL 8.1: Follows safety rules in the laboratory.

SKILL 8.2: Selects and uses correct instruments (tools).
SKILL 8.3: Measures with the correct units. Uses graduated cylinders to measure
volume. Uses metric ruler to measure length. Uses thermometer to measure temperature.
Uses triple beam balance to measure mass.
SKILL 8.4: Uses a compound microscope effectively to see specimens clearly, using
different magnifications. Identifies and compares parts of a variety of cells. Compares
relative sizes of cells and organelles. Prepares wet-mount slides and uses appropriate
staining techniques.

SKILL 8.5: Designs and uses dichotomous keys to identify specimens.

SKILL 8.6 : Makes observations of biological processes.

SKILL 8.7: Dissects plant and animal specimens to expose and identify internal
structures.

SKILL 8.8: Follows directions to correctly use chemical indicators.

SKILL 8.9: Uses Chromotography/Electrophoresis to separate molecules

SKILL 8.10: Designs and carries out a controlled, scientific experiment based on
biological processes.
States an appropriate hypothesis
Differentiates between independent and dependent variables
Identifies the control group and/or controlled variables
Collects, organizes, analyzes data, using a computer
and/or other laboratory equipment
Organizes data through the use of data tables and graphs
Analyzes results from observations/expressed data
Formulates an appropriate conclusion or generalization from
the results of an experiment
Recognizes assumptions and limitations of the experiment