Learning Targets
Learning Experiences
Misconceptions
How do living things interact with each other and the environment?
V A virus is a living organism. V All viruses are bad. V Viruses do not evolve, nor do they play a role in evolution.
131 I can distinguish biotic from abiotic materials, using the scientifically accepted characteristics of life. (13a) 132 I can describe viral structures and life cycles and compare these to the structures and life cycles of multicellular or unicellular organisms. (13a) 133 I can compare viruses to other infectious agents such as pathogenic bacteria and prions. (13a) 134 I can create a logical argument, based on evidence and reasoning, to support the premise that viruses are not living things. (13a)
Students categorize a variety of objects as being living or nonliving and use this information, plus prior knowledge, to develop a list of the characteristics of living things. Students then argue from evidence whether a specific object is living or not, using a C-E-R (Claim+ Evidence+Reasoning) approach. Once they understand the process behind C-E-R, students are given this prompt: “Viruses are not living things so I shouldn’t have to study them in biology class.” Before responding, students research viruses, using a variety of print and online resources. Student analysis should include: viral life cycles, reproductive strategies, the structure and function of viruses, and a comparison between viruses and other infectious agents such as pathogenic bacteria, fungi, and prions. Once the research is complete, students utilize the C-E-R technique to respond to the claim that viruses are not living.
Introductory Biology culminates in the study of how organisms interact with each other and the nonliving components of their environment. This content progression addresses ecosystem dynamics and patterns of population growth. One critical feature of this content progression is the opportunity provided for students to investigate and propose a solution for a real-world problem using their understanding of these complex ecological systems.
135 I can categorize organisms in an ecosystem based on evidence of how they obtain energy. (8) 136 I can construct a food chain that differentiates between producers, primary, secondary, and tertiary consumers and integrate multiple food chains into a food web (model of feeding relationships). (8) 137 I can use relationships between organ- isms to develop a food web and use my devel- oped model to demonstrate flow of energy and predict the impacts of population changes. (8) 138 I can construct a pyramid of biomass, given population data about organisms in the ecosystem, and can make calculations using data from the pyramid. (8) 139 I can use mathematical examples, such as the 10% law, to explain why there is less energy available at each level of an energy pyramid. (8) 140 I can explain the phenomenon of biomagnification using my developed trophic level and pyramid models. (8) 141 I can analyze data to identify patterns in the cycling of carbon, nitrogen, and water in ecosystems. (8) 142 I can use the patterns identified in the cycling of carbon, nitrogen, and water to build models of matter cycling through ecosystems. (8) 143 I can predict the effect of a reduction in the population of nitrogen-fixing bacteria on the nitrogen cycle. (8) 144 I can describe the impact of various biotic and abiotic components on each ecological level and can explore the interrela- tionships of these factors. (7,8) 145 I can use my observations to develop a model that illustrates ecological hierarchies and can compare my developed models to hier- archies existing in nature. (7,8)
146 I can use models to investigate the role of different environmental factors within the hierarchy. (7) 147 I can develop a model depicting the ecological hierarchy of a novel ecosystem and can communicate the dynamics of the hierarchy. (7) 148 I can investigate biomes, using a variety of sources, to compare and contrast the characteristics of each. (7) 149 I can use evidence to classify major geographical regions into biomes, based on climate and dominant life forms. (7) 150 I can create graphs representing exponential, linear, and logistic growth and use those graphs to calculate doubling time for a population. (9) 151 I can use mathematical or computer models to investigate the factors affecting population growth in an ecosystem. (9) 152 I can identify patterns in the characteristics of population growth that distinguish exponential growth from linear growth from logistic growth. (9) 153 I can interpret a population pyramid graph and use the information contained to predict the results of a change in birth rate or death rate. (9) 154 I can use evidence and data to describe trends in human population growth. (9) 155 I can investigate factors that impact population growth and make predictions of how changing environmental conditions will affect population growth. (9) 156 I can use growth curves of predators and prey to evaluate the impact of one species on another. (9) 157 I can analyze data on population growth to identify limiting factors, both biotic and abiotic. (8, 10)
Teacher Resources
Show a picture of a copy machine and ask if the machine is alive. Point out that the machine does have several of the characteristics of life – ability to copy, organized into systems, contains parts that make up the whole, uses energy, receives and transmits information. Ask student which characteristics the machine lacks, and use their selections to justify the claim that the copy machine is not living. Pathogen Game — American Association of Immunologists Card-based game compares structure, life cycles, and pathogenicity of viral, bacterial, and fungal pathogens. bit.ly/pathogen-game
Teacher Tips Here are a few of the many
resources online about using the C-E-R approach with students:
• Teaching C-E-R using Sham-Wow commercial: bit.ly/CER-approach • NSTA interactive learning Web Seminar:
bit.ly/NSTA-web-seminar • Activate Learning article: bit.ly/CER-activate-learning
Molecular Biology of the Cell — Reading bit.ly/molecular-biology-cell
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The Biology Compendium
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