| Content |
viruses |
Life Sciences 11 |
No CCG |
| Keyword: viruses |
Elaboration: at the boundary of living and non-livinglytic and lysogenic cyclesviral disease: immunity, vaccines, herd immunity, reducing the spread of viral diseases (e.g., H1N1, avian flu, HIV, Ebola, STIs) |
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| Content |
energy transformations in cells |
Life Sciences 11 |
No CCG |
| Keyword: energy transformations |
Elaboration: cellular respiration: glucose broken down in the presence of water yields energy (ATP) and carbon dioxidephotosynthesis: consumes carbon dioxide and water, produces oxygen and sugars |
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| Content |
sexual and asexual reproduction |
Life Sciences 11 |
No CCG |
| Keyword: reproduction |
Elaboration: mitosis, meiosis, budding, conjugation, binary fission |
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| Content |
cell structure and function |
Life Sciences 11 |
No CCG |
| Keyword: cell structure and function |
Elaboration: prokaryotic and eukaryoticunicellular and multicellularcell specialization |
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| Content |
levels of organization |
Life Sciences 11 |
No CCG |
| Keyword: levels of organization |
Elaboration: molecular, cellular, tissue, organ, organ system, organism, population, community, ecosystem |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Life Sciences 11 |
Communicating |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives. |
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| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Life Sciences 11 |
Communicating |
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| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Life Sciences 11 |
Communicating |
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| Curricular Competency |
Communicating |
Life Sciences 11 |
Communicating |
| Keyword: Communicating |
Elaboration: Sample opportunities to support student inquiry:Using your knowledge of living things, develop a public relations message to educate about the need to preserve local habitats.Invite a local First Peoples Elder to share their knowledge about the historical and contemporary use of traditional indigenous resources, including plants and animals. |
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| Curricular Competency |
Consider the role of scientists in innovation |
Life Sciences 11 |
Applying and innovating |
|
| Curricular Competency |
Implement multiple strategies to solve problems in real-life, applied, and conceptual situations |
Life Sciences 11 |
Applying and innovating |
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| Curricular Competency |
Contribute to finding solutions to problems at a local and/or global level through inquiry |
Life Sciences 11 |
Applying and innovating |
|
| Curricular Competency |
Cooperatively design projects with local and/or global connections and applications |
Life Sciences 11 |
Applying and innovating |
|
| Curricular Competency |
Contribute to care for self, others, community, and world through individual or collaborative approaches |
Life Sciences 11 |
Applying and innovating |
|
| Curricular Competency |
Applying and innovating |
Life Sciences 11 |
Applying and innovating |
| Keyword: Applying and innovating |
Elaboration: Sample opportunities to support student inquiry:How can drug companies, health agencies, and governments work together to implement strategies to prevent pandemics (e.g., avian flu, Zika virus, H1N1)?Using your knowledge of life cycles and ecosystem interactions, how can you help to preserve fish habitats in local rivers?How has DNA research helped scientists better understand evolution?Through the study of viruses and bacteria, how might scientists find new and innovative ways to prevent the spread of future diseases? |
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