El Segundo Unified
El Segundo High School
COURSE OF STUDY
Department: Science
Grade Levels: 10-12
Prerequisite for
Enrollment: Special Education
Individualized Education Plan
Recommendation: I.E.P. Team recommendation
Type of Course: This course satisfies the life science requirement
for high school graduation.
Ecology & Biodiversity
Characteristics of
Living Things, Measurements, Tools, Cell Theory, Kingdoms of Classification
1. Stability in an ecosystem is a balance
between competing effects. (Meaningful
Integration of Core Knowledge; Effective Communication, Critical Thinking/
Problem Solving; Personal/ Social Development)
a.
Students know
biodiversity is the sum total of different kinds of organisms and is affected
by alterations of habitats.
b.
Students know how
to analyze changes in an ecosystem resulting from changes in climate, human
activity, or changes in population size or species.
c.
Students know abiotic and biotic resources determine population success.
d.
Students know
energy is stored at each link of the food web, but much energy is dissipated
into the environment as heat. Food chains and energy pyramids are contrasted.
Simple Organisms
Viruses, Bacteria, and Protozoans
2.
The fundamental
life processes of plants and animals depend on a variety of chemical reactions
that are carried out in specialized areas of the organisms’ cells.
a.
Students know
that viruses , whether living or not, invade a host’s
living cell and the burst host cell frees new viruses to invade nearby cells.
b.
Students know
bacteria are definitely living organisms, that a few can make their own food,
and that all are not capable of photosynthesis.
c.
Students know
bacteria can survive difficult environmental conditions, even off- planet.
d.
Students know protozoans are all unicellular, and are classified by their
structures for movement.
e.
Students know the
observable differences between Viruses, Bacteria, and Protozoans
under their microscopes.
Non-vascular Plants (Algae to Molds),
Vascular
Plants (Angiosperms, Gymnosperms, Photosynthesis)
2. (continued) The
fundamental life processes of plants and animals depend on a variety of
chemical reactions that are carried out in specialized areas of the organisms’
cells.
a.
(Non-vascular
plants) Students know the differences
between autotrophic, photosynthetic algae; thread-like heterotrophic fungi;
symbiotic lichens, and protozoan-like symbiotic slime molds
b.
Students know the
contribution of blue-green algae to planetary oxygen, and subsequent
development of complex
animal life.
c.
Students know
applications of algae as food products, or risks as health hazards, and
demonstrate universal precautions when handling sample materials.
d.
(Vascular
plants) Students know vascular plants
have leaves, stems, and roots which carry materials throughout the plants.
e.
Students know
seeds and cones contain young plants, stored food, and seed coat; for sexual or
asexual reproduction of the plant.
f.
Students know the
process of photosynthesis by which green plants use carbon dioxide, water, and
light to produce glucose and oxygen.
Cell Structure, Organization, & Function
a.
Students know the
cell is a major unifying concept from protests to humans, from algae to trees;
and recognize the basic structures and functions of cell organelles.
b.
Students know
that all cell processes are basically uniform: growth, reproduction, response
to stimulus, diffusion, and respiration.
c.
Students know
that cells specialize into groups of tissues, organs, and systems as life
becomes more complex.
Invertebrates, Cold-blooded Vertebrates, Warm-blooded
Vertebrates
3.
Mutation and
sexual reproduction lead to genetic variation in a population.
a.
Students know the
categories of Invertebrates include differences between Poriferans
(sponges), Coelenterates (jellies),
b.
Students know
that the flexible notochord develops into a backbone, and know the
characteristics of five classes of cold-blooded Vertebrates including Jawless
and Bony Fish, Amphibians, and Reptiles
c.
Students know the
two classes within the vertebrate sub-phylum of Warm-blooded Birds, and
Mammals.
d.
Students know
comparative anatomical differences between Vertebrates, and understand the
differing complexities determine the internal organ functions and organization.
Nerves, Digestion, Circulation, Endocrine System
4.
As a result of
the coordinated structures and functions of organ systems, the internal
environment of the human body remains relatively stable (homeostatic) despite
changes in the outside environment
a.
Students know the
human skeleton by comparative study with other vertebrates (see above)
b.
Students know the
Nervous system and Endocrine systems interact to control most of their body
systems.
c.
Students know the
Nervous system consists of Central Nervous system (brain and spinal cord) and
Peripheral Nervous system, connecting all other nerves cells in the body with
the brain.
d.
Students know the
Circulatory System delivers oxygen and food to all body cells, and carries away
carbon dioxide and other
wastes from body cells;
controlled by the heart, which pumps blood through the capillaries,
veins and arteries.
e.
Students know the
balanced diet which is required for maintaining a strong, healthy body and
providing a constant supply of energy for the body to function; includes
proteins, carbohydrates, fats & oils, vitamins, minerals and water..
f.
Students know
results of investigations comparing mechanical and chemical digestions, and
comparing changed metabolic rates with physical exercise or rest.
b.
Students know Punnett Squares and probability explain the concepts of
inherited, dominant and recessive traits, as well as incomplete dominance.
8. Mutation and sexual reproduction lead to
genetic variation in a population.
a. Students
know how the genetics’ principles relate to human genetics, inherited diseases,
and sex-linked traits.
INSTRUCTIONAL
METHODS
EVALUATION/
GRADING OF STUDENT WORK
A.
Laboratory
Reports
C.
Class Work and
Homework & Classroom participation
E.
Quizzes and
Chapter Tests
F.
Comprehensive
Semester Exam
A.
Text: Biology:
Living Systems by Glencoe, l998
B.
Laboratory
Manual: Investigating Living Systems Laboratory Manual
C.
Laboratory
Equipment & Materials
D.
Teacher Classroom
Resources Materials
E.
Student
Manuals: Study Guide, Critical Thinking,
Concept Mapping
F.
Test Bank
Software
G.
Transparency
Package
H.
Videodisc Materials