BHS Biology Guide

The Study of Life

Biology

Quarter 1

McGraw Hill Module 1

● Adaptation K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.5 Standard 2.2

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 1.5 Designing Solutions: Using Scientifc Knowledge to Generate Solutions

● Students design a solution that involves reducing the negative effects of human activities on the environment and biodiversity, and that relies on scientifc knowledge of the factors affecting changes and stability in biodiversity. ● Examples of factors include but are not limited to overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and changes in climate. ● Students describe* the ways the proposed solution decreases the negative effects of human activity on the environment and biodiversity. Describing Criteria and Constraints ● Students describe* and quantify (when appropriate) the criteria (amount of reduction of impacts and human activities to be mitigated) and constraints (for example, cost, human needs, and environmental impacts) for the solution to the problem, along with the tradeoffs in the solution . Evaluating Potential Solutions ● Students evaluate the proposed solution for its impact on overall environmental stability and changes. ● Students evaluate the cost, safety, and reliability, as well as social, cultural, and environmental impacts, of the proposed solution for a select human activity that is harmful to an ecosystem. Refning and/or Optimizing the Design Solution ● Students refne the proposed solution by prioritizing the criteria and making tradeoffs as necessary to further reduce environmental impact and loss of biodiversity while addressing human needs. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Standard 2.2 Asking Questions: Addressing phenomena of the natural world or scientifc theories Students evaluate the given questions in terms of whether or not answers to the questions would: ● Distinguish the structural differences between different specialized cell types. ● Lead to an investigation in which data could be gathered about the structure of specialized cells. Evaluating empirical testability Students evaluate the given questions in terms of whether or not answers to the questions would provide means to empirically determine ● How the structure and function of cells results in specialized functions.