El
Segundo Unified
El Segundo High School
COURSE OF STUDY
Department: Science
Grade
Levels: 10-12
Prerequisite for Enrollment: none
Recommendation for
Enrollment: interest
Type of Course: Satisfies the
life science requirement for high school graduation
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.
Infections, Conservation, Medical Research, Addictions
7.
The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells.
a. Students know the environmental and pre-
natal changes which can cause mutations, disease, and disorders.
8.
(continued) Organisms have a
variety of mechanisms to combat disease.
a.
Students know that both viruses and bacteria invade the human cells and
used to be a major cause of death. Medications and preventative measures
control disease-causing organisms; assisted by the Immune System.
b.
Students know that specific lines of defense (against disease) include
vaccines, and Universal precautions.
c.
Students can contrast Infectious Diseases, and Chronic Disorders, and
compare the actions of specific and non-specific lines of defense.
INSTRUCTIONAL METHODS
A.
Laboratory Experiments and Activities
B.
Group Work
C.
Class Discussion and Guided Practice
D.
Class Work and Homework
E.
Short Term Projects
EVALUATION/ GRADING OF STUDENT WORK
A.
Laboratory Reports
C.
Class Work and Homework
E.
Quizzes and Chapter Tests
F.
Comprehensive Semester Exam
A.
Text: Life Science by
Prentice Hall, l993
B.
Laboratory Manual: Life Science
by Prentice Hall, l993
C.
Laboratory Equipment & Materials
D.
Teacher’s Resource Book with “ Science Reading Skills” supplement to Life Science by Prentice Hall, l993
E.
Test Bank with Software
F.
Supplemental Text: Biology by
Prentice Hall, l987
G.
Supplemental Teacher’s Resource Book with “Science Reading Skills” from
Biology by Prentice Hall l987
H.
“Discovery” and “Eye Witness” Videos on chapter topics