LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 4 (E04)
(The Diversity of Life)
(June 2011)
Unit Statement: In this unit the student will begin to explore the diversity of life by
distinguishing between living and nonliving things and recognizing how living things are
placed in a classification scheme according to similarities and differences at both the
organismal and cellular levels. Then the student will learn about the smallest and simplest
forms of life and how they interact with each other as well as larger, more complex life forms.
Essential Outcomes:
1. The Student Will identify the six unifying characteristics of all living things and
perform a demonstration showing that an organism exhibits one of the
characteristics of living things. (1.1)
2. TSW state the needs of all living things and explain why they are necessary to life.(1.1)
3. TSW explain why and how scientists classify organisms.(1.2, 1.3)
4. TSW discuss current models to explain the origin of life, recognizing their
supportable and unsupportable features.
(http://www.godandscience.org/evolution/origin_of_life_theories.html,
http://www.icr.org/article/life-fox-thermal-model-origin-life/,
http://www.newworldencyclopedia.org/entry/Origin_of_life, 1.4 or any other
source containing reasonable arguments)
5. TSW name the characteristics of viruses and explain how they interact with the
living world. (2.1)
6. TSW describe the reproductive cycle of a virus. (2.1)
7. TSW name the characteristics of bacteria, explain how they get food and energy
and how they reproduce. (2.2)
8. TSW describe the characteristics of each of the three groups of protists and
compare and contrast them to animals, plants and fungi. (2.3)
9. TSW distinguish between the four groups of protozoans. (2.3)
10. TSW identify the characteristics of fungi and recognize their role in nature. (2.4)
11. TSW apply the process of scientific inquiry in a variety of ways, focusing on
observable phenomena and data collection.
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QSI 12/13 LIFE SCI E04
Copyright © 1988-2011
Introduced and Practiced:
1. The Student Will evaluate and relate the experiments that demonstrated that life
comes from life. (1.1, see cell theory in Cells and Heredity, 1.1)
2. TSW list the seven levels of classification in order and recognize the importance of
binomial nomenclature.
3. TSW assess the various roles of bacteria in nature, whether beneficial, detrimental
or neither.
4. TSW recognize the relationship between the theory of evolution and classification.
Key Terms:
Binomial nomenclature
Convergent evolution
Domain
Evolution
Eukaryote
Kingdom
Homeostasis
Prokaryote
Response
Stimulus
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES………………..
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QSI 12/13 LIFE SCI E04
Copyright © 1988-2011
Suggested Materials:
Pearson The Diversity of Life, chapters 1 and 2
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. Observe prepared slides of pond water, bacteria, protists, and fungi, or prepare
slides of pond water and draw and label sketches.
2. Choose from Lab Zone® hands-on inquiries (see list of 28 different inquiries of
varying length and difficulty in teacher’s edition, pT6, T7
3. In-text section reviews and enrichment
4. Pearson published activities: “Scenario-based Investigations,” “Interdisciplinary
Activities,” “Chapter Activities,” “Inquiry Skill Activities, “Reading Strategies”
for English Language Learners,” and “Math Skill and Problems-Solving
Handbook.”
5. Students interested in further investigation may explore topics in scientist
biographies, bacteria and food (p35), the work of an epidemiologist (p78), the
value of mushrooms (p79), the discovery of and research on viruses.
Technology Resources:
1. View “Untamed Science” videos.
2. Students complete “Planet Diary” at myscienceonline.com
3. Students perform activities in “Interactive Art” and “Virtual Lab” at
myscienceonline.com
4. simulations: http://phet.colorade.edu
5. visuals, virtuals and animations: www.classzone.com
Suggested Assessment Tools and Strategies:
1. Students may create a poster or animation illustrating the life cycle of a bacteria or
virus with explanations of each step. (TSW 6 & 7)
2. Students may diagram a classification model for protists including characteristics
of each type of protist. (TSW 9 & 10)
3. Students may create 3-dimensional models of protists, viruses, bacteria or fungi.
(TSW 5, 7, 9, 11)
4. Students complete questions and activities in spaces provided in the text.
5. Students participate in class discussions of text material.
6. ExamView® Computer Test Generator
7. Teacher generated or published Pearson Interactive Science Assessments including
Chapter Test, Performance Assessment and Progress Monitoring Assessments
(TSW’s 2-10)
RUBRIC FOUND ON FOLLOWING PAGE…………………….
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QSI 12/13 LIFE SCI E04
Copyright © 1988-2011
ESSENTIAL UNIT 4 (E04)
(The Diversity of Life)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level
work in E04. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
Statement
‘A’-level
‘B’-level
Student can list the six characteristics of
TSW 1
Characteristics of
living things and use these characteristics
living things.
to demonstrate that an organism is a
living thing.
Student can support the concept that all
I/P
Source of life
living things come from living things
using Redi’s and Pasteur’s experiments.
Student can state the four needs of all
TSW 2
Needs of living
living things and explain why each one is
things
necessary for survival of a living thing.
Student can explain that scientists
Student can explain that scientists
TSW 3
Classification
classify organisms to make them easier
classify organisms to make them easier
to study and that organisms are grouped
to study and that organisms are grouped
by similarities. Student can also explain by similarities.
the importance of binomial
nomenclature.
Students participate in a discussion of the
TSW 4
Origin of life
different models for the origin of life.
Student can name the characteristics of
Student can name the characteristics of
TSW 5
Viruses
viruses and describe their basic structure. viruses and explain that viruses cause
Student can explain how viruses cause
disease, but can be used to deliver
disease and how they can be used in gene genetic material to cells in a treatment
therapy.
called gene therapy.
Student
can
illustrate
and
describe
the
Student can describe the reproductive
TSW 6
Reproduction of
reproductive cycle of a virus.
cycle of a virus.
viruses
Student can name the basic
Student can name the basic
TSW 7
Bacteria
characteristics of bacteria, state that they characteristics of bacteria, state that they
can be either autotrophs or heterotrophs
can be either autotrophs or heterotrophs
and perform cellular respiration. Student and perform cellular respiration. Student
can describe the processes of conjugation can explain how bacteria can reproduce
and binary fission.
either sexually or asexually.
The student can explain the different
Student can describe the characteristics
TSW 8
Protist groups
ways that mutations can occur at the
of the three different protist groups.
cellular level and possible results of
Student can explain how each group is
those mutations.
similar to and different from its related
kingdom.
Student can describe the different ways
Student can recognize that animal-like
TSW 9
Protozoans
in which each animal-like protozoan
protozoans are subdivided by the manner
group moves.
in which they move.
Student can identify three main
Student can identify three main
TSW 10
Fungi
characteristics that define fungi, describe characteristics that define fungi and
their cell structure, method for obtaining describe four roles they play in nature.
food and means of reproduction. Student
can describe six roles they play in nature.
Student will observe and collect data for
TSW 11
Scientific inquiry
interpretation and discussion.
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QSI 12/13 LIFE SCI E04
Copyright © 1988-2011