Scientific Method  LT – Students will (I can) identify and describe the steps of the scientific method. 
SC – I will list the steps of the scientific method. 
LT – Students will (I can) identify the independent and dependent variable in an experiment. 
SC – I will identify the independent and dependent variable in a given experimental scenario. 
LT – Students will (I can) write a proper hypothesis. 
SC – I will write a proper hypothesis. 
LT – Students will (I can) apply the steps (hypotheses, materials, procedures, data, conclusion) of the scientific method to solve scientific problems. 
SC – I will apply the steps of the scientific process to design my own experiment. 
LT – Students will (I can) analyze and evaluate data (from graphs and scenarios). 
SC – I will correctly analyze and evaluate data on a graph. 
LT – Students will (I can) write a proper procedure. 
SC – I will correctly write a procedure. 
LT – Students will (I can) write a proper conclusion. 
SC – I will correctly write a conclusion. LS2A Transfers and Cycles of Matter & Energy
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LT ‐ Students will (I can) describe the cycle of carbon through ecosystems. SC ‐ I will be able to model how carbon dioxide in air becomes large carbon‐containing molecules in the tissues of plants through photosynthesis, these molecules can be cycled to animals that consume the plants, then returned as carbon dioxide to the atmosphere through cellular respiration, combustion, and decomposition. ●
LT ‐ Students will (I can) describe examples of matter cycling that can affect the health of an ecosystem. SC ‐ I will give examples of how to improve the health of an ecosystem (e.g., composting to improve soil quality, crop rotation, worm bins, fertilizer runoff, bioaccumulation). ●
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LT‐ Students will (I can) describe the cycle of nitrogen through ecosystems ●
SC ‐ I will be able to model how nitrogen in air is taken in by bacteria in soil, then made directly available to plants through the soil, and returned to the soil and atmosphere when the plants decompose. ●
LT ‐ Students will (I can) describe the transfers and transformations of matter and/or energy in an ecosystem. SC ‐ I will be able to model how sunlight transforms to chemical energy during photosynthesis, chemical energy and matter are transferred when animals eat plants or other animals, carbon dioxide produced by animals by respiration is used by plants and transformed to glucose during photosynthesis. ●
LS2B Population Density
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LT ‐ Students will (I can) describe conditions necessary for populations to increase rapidly SC ‐ I will give examples of conditions populations need in order to increase rapidly (e.g. adequate living and nonliving resources, no disease or predators). ●
LT ‐ Students will (I can) describe population density and/or the factors that affect population density. SC ‐ I will describe population density and what factors affect it. ●
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LT ‐ Students will (I can) calculate population density given an area and the number of a given organism within the area. SC ‐ I will calculate population density for a given example. LS2D Population Graphs
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LT ‐ Students will (I can) predict the changes in the population size of a species given a quantitative description of an ecosystem SC ‐ I will be able to graph a predator‐ prey graph; J‐curve of carrying capacity of ecosystem; available range vs. population size graph. LS2E Biodiversity
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LT ‐ Given a description of the biodiversity in two ecosystems, students will (I can) identify reasons for differences in biodiversity. SC ‐ I will be able to list 3 reasons for the biodiversity between two ecosystems. LT ‐ Students will (I can) describe interrelationships of organisms that affect the stability of populations in a given ecosystem. SC ‐ I will explain how organisms in an ecosystem affect each other and the populations (e.g., nutrient cycles, food relationships, use of resources and succession). ●
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LT ‐ Students will (I can) describe that biodiversity contributes to the stability of an ecosystem. SC ‐ I will give an example of how biodiversity creates a stable ecosystem. LS2F Sustainability
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LT ‐ Students will (I can) explain scientific concepts and/or findings that relate to a given resource issue. SC ‐ I will describe a resource issue and how it might affect an ecosystem (e.g., removal of dams to facilitate salmon spawning in rivers; construction of wind farms; recycling). LT ‐ Students will (I can) describe how sustainable development could help with a current resource issue. SC ‐ I will give an example of a current resource issue and how sustainability could help (e.g., using renewable rather than nonrenewable resources, using recycled resources). LS2C Limiting Factors
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LT ‐ Students will (I can) describe factors that limit growth of plant and/or animal populations in a natural ecosystem. SC ‐ I will list 5 factors that limit growth in plant populations and 5 factors that limit growth in animal populations in a natural ecosystem. LT ‐ Students will (I can) explain how a change to a factor would limit the population of a species. SC‐ I will list 5 factors that would limit the population of a species (e.g., matter, energy, space, predatory, or competing organisms) LS1C Organelles
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LT ‐ Students will (I can) describe the essential function(s) of structures within cells. SC ‐ I will list 8 structures and their functions (i.e., cellular membrane, cell wall, nucleus, chromosome, chloroplast, mitochondrion, ribosome, cytoplasm). LS1D Cell Membrane
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LT ‐ Students will (I can) describe the structure of the cell membrane as a lipid bilayer with embedded proteins capable of regulating the flow of materials into and out of the cell. SC ‐ I will model the cell membrane structure. ●
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LT ‐ Students will (I can) describe the process of facilitated diffusion that allows substances to pass through the cell membrane. SC ‐ I will explain facilitated diffusion. LT ‐ Students will (I can) describe the process of osmosis that allows substances to pass through the cell membrane. SC ‐ I will explain osmosis. LT ‐ Students will (I can) describe the process of passive transport that allows substances to pass through the cell membrane. SC ‐ I will explain passive transport. LT ‐ Students will (I can) describe the process of active transport that allows substances to pass through the cell membrane. SC ‐ I will explain active transport. LS1A Matter & Energy in Photosynthesis
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LT ‐ Students will (I can) identify inputs and/or outputs of matter and/or energy in photosynthesis using words and/or chemical formulas. SC ‐ I will list the 3 inputs and 2 outputs of photosynthesis (i.e., inputs are carbon dioxide/CO2, water/H20, light energy; outputs include glucose/C6H12O6, oxygen/O2). LT ‐ Students will (I can) describe the rearrangement of atoms during photosynthesis using the chemical equation for photosynthesis. 6CO₂ + 6H₂O > Light Energy> 6O₂ + C6H12O6 SC ‐ I will write the chemical equation for photosynthesis and identify the atoms. ●
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LT ‐ Students will (I can) explain the role of photosynthesis in the life of plants. SC ‐ I will describe the role of photosynthesis in a plant's’ life (e.g., photosynthesis is the only source of glucose that provides chemical energy or is incorporated into large molecules). ●
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LT ‐ Students will (I can) explain the role of photosynthesis in the life of animals SC ‐ I will describe the role of photosynthesis in an animal’s life (e.g., photosynthesis is the source of the chemical energy animals require to live and grow; photosynthesis provides oxygen). LS1B Cellular Respiration
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LT ‐ Students will (I can) describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of ATP and/or the process that provides the energy source for most living organisms. SC ‐ I will be able to model the process cells use to change the energy of glucose into energy in the form of ATP. ●
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LT ‐ Students will (I can) compare cellular respiration to the burning of fossil fuels. SC ‐ I will describe how large carbon‐ containing compounds are broken into smaller carbon compounds as chemical energy is transformed to different forms of energy in both cellular respiration and combustion of fossil fuels. ●
LT ‐ Students will (I can) describe the inputs and/or outputs of matter and/or energy in cellular respiration and/or in combustion. SC ‐ I will list the 2 inputs and the 3 outputs of cellular respiration (i.e., inputs include glucose or large carbohydrates and oxygen, outputs include carbon dioxide, water, and energy/ATP). ●
LS1G Enzymes & Other Proteins Covered in other units LS1E DNA, Genes, and Protein Synthesis
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LT ‐ Students will (I can) describe that cell functions can be regulated by changing the activity of proteins and/or by changing whether and how often particular genes are expressed. SC ‐ I will describe cell growth and division and response to the environment. LT ‐ Students will (I can) describe that changes in the environment can cause changes in the amount and/or activity of proteins (e.g., enzymes) produced by a gene. SC ‐ I will explain how environment can change the activity of proteins. ●
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LT ‐ Students will (I can) describe the process of mitosis and/or the product of mitosis. SC ‐ I will model mitosis and its end product (e.g. the genetic information is copied and each of two new cells receives exact copies of the original chromosomes, two cells each with the same number of chromosomes as the original cell). LS1I Meiosis, Fertilization, and Offspring Variation
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LT ‐ Students will (I can) describe the structure of DNA molecules in terms of the four nucleotides. SC ‐ I will model the structure of a DNA molecule (i.e., A, C, G, and T subunits are combined in various sequences). ●
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LT ‐ Students will (I can) describe that the sequence of the four nucleotides in the DNA molecule encodes genetic information. SC ‐ I will model the sequence of the four nucleotides in DNA. LT ‐ Students will (I can) describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and/or traits. SC ‐ I will compare and contrast DNA, chromosomes, genes, amino acids, proteins, and traits. LT ‐ Students will (I can) describe inherited traits and cell functions as primarily determined by the proteins expressed by genes. SC ‐ I will give examples of 3 inherited traits (e.g., eye color, hair texture, attached earlobes, tongue rolling) ●
LT ‐ Students will (I can) describe that cells use DNA that forms their genes to encode enzymes and other proteins. SC ‐ I will model how DNA forms genes to encode enzymes and other proteins. ●
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LT ‐ Students will (I can) describe that genes are carried on chromosomes. SC ‐ I will explain that genes are carried on chromosomes. LS3D Evidence of Evolution
LS1F Chemical Reactions in Cells
LS1H Chromosomes and Mitosis
LS3A Biological Evolution
LS3B Random Change
LS3C Species Diversification
LS3E Relatedness of Organisms