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Transgenic Salmon
knowledge of the scientific principles and social and political concerns of this issue. Credits & References "What about this fish?" (A 5:30 video excerpt from Nova/Frontline show “Harvest of Fear”) http://www.pbs.org/wgbh/harvest/etc/video.html Universi...
 science_pub2003
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity S3-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities b...
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Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity S3-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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The Vermont Department of Education does not discriminate on the basis of race, color, national origin, creed, marital status, <span class="highlight">sex</span>, disability, age, or sexual orientation in its programs or activities.
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+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by
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Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
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Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
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Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
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Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells <span class="highlight">S3</span>-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will
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Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level
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Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how
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Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
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Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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Vermont Department of Education (Science Grade Expectations) S84 Grades 5-6 Grades 7-8 Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining the <span class="highlight">sex</span> cells (female egg and male sperm) of the parents. Science Concepts: a. Organisms can reproduce sexually when a female egg cell is fertilized by a male sperm cell to produce an off- spring that has the traits of both parents. Heredity
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• Explaining how alteration of a DNA sequence may affect physical/chemical characteristics of the human body (e.g., sickle-cell anemia, cancer). AND • Comparing and contrasting the chromosome content of somatic cells and that of <span class="highlight">sex</span> cells (gametes). Science Concept: (Human Heredity) a. Instructions for specified characteristics of an organism are carried in DNA. (NSES) The information passed from parents to offspring is coded in DNA molecules. DNA molecules are long chains linking just four kinds of
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Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The
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Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
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Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No <span class="highlight">S3</span>-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of
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Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits
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Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so
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Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle <span class="highlight">S3</span>-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly
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Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface <span class="highlight">S3</span>-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s
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Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons <span class="highlight">S3</span>-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to
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Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources <span class="highlight">S3</span>-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Observing and describing properties of living and non- living resources. AND • Explaining how the properties of living and n on-living resources make them suitable for use by humans. Science Concepts: a. The varied earth materials have different physical and chemical properties, which make
Standard Seven: Diversity and Continuity of living Things 5/9/05
Heredity and Development continued from previous page 8. In humans, gender is determined by a pair of sex chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The sex of an embryo is determined by the sex chromosome found in the sperm cell. 9. Alte...
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Heredity and Development continued from previous page 8. In humans, gender is determined by a pair of sex chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The sex of an embryo is determined by the sex chromosome found in the sperm cell. 9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are
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Heredity and Development continued from previous page 8. In humans, gender is determined by a pair of <span class="highlight">sex</span> chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The <span class="highlight">sex</span> of an embryo is determined by the <span class="highlight">sex</span> chromosome found in the sperm cell. 9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are
SCOPE AND SEQUENCE
and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell DOK: 1 b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell DOK: 1 c. Explain ho...
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and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell DOK: 1 b. Recognize that during meiosis, the formation of sex cells, chromosomes are reduced to half the number present in the parent cell DOK: 1 c. Explain how fertilization restores the diploid number of chromosomes DOK: 2 d. * Identify the implications of human sex chromosomes for sex determination DOK: 1
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and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell DOK: 1 b. Recognize that during meiosis, the formation of <span class="highlight">sex</span> cells, chromosomes are reduced to half the number present in the parent cell DOK: 1 c. Explain how fertilization restores the diploid number of chromosomes DOK: 2 d. * Identify the implications of human <span class="highlight">sex</span> chromosomes for <span class="highlight">sex</span> determination DOK: 1
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the advantages and disadvantages of asexual and sexual reproduction with regard to variation within a population DOK: 2 b.* Describe how genes can be altered and combined to create genetic variation within a species (e.g., mutation, recombination of genes) DOK: 2 c.* Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism’s <span class="highlight">sex</span> cells DOK: 1 E. The pattern of inheritance for many traits can be
Biology I : Embedded Inquiry
to offspring? Course Level Expectations Checks for Understanding State Performance Indicators CLE 3210.4.1 Investigate how genetic information is encoded in nucleic acids. CLE 3210.4.2 Describe the relationships among genes, chromosomes, proteins, and hereditary traits. CLE 3210.4.3 Predict...
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to offspring? Course Level Expectations Checks for Understanding State Performance Indicators CLE 3210.4.1 Investigate how genetic information is encoded in nucleic acids. CLE 3210.4.2 Describe the relationships among genes, chromosomes, proteins, and hereditary traits. CLE 3210.4.3 Predict the outcome of monohybrid and dihybrid crosses. CLE 3210.4.4 Compare different modes of inheritance: sex linkage, co-dominance, #0;93210.4.1 Use models of DNA, RNA, and amino acids to
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to offspring? Course Level Expectations Checks for Understanding State Performance Indicators CLE 3210.4.1 Investigate how genetic information is encoded in nucleic acids. CLE 3210.4.2 Describe the relationships among genes, chromosomes, proteins, and hereditary traits. CLE 3210.4.3 Predict the outcome of monohybrid and dihybrid crosses. CLE 3210.4.4 Compare different modes of inheritance: <span class="highlight">sex</span> linkage, co-dominance, #0;93210.4.1 Use models of DNA, RNA, and amino acids to
Science.qxd
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 199...
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of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
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www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=2
Wilmington Street • Raleigh, North Carolina 27601-2825 • www.ncpublicschools.org In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate on the basis of race, <span class="highlight">sex</span>, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions, or employment
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Revised 2004 101 Biology 3.02 Compare and contrast the characteristics of asexual and sexual reproduction. 3.03 Interpret and predict patterns of inheritance. • Dominant, recessive and intermediate traits. • Multiple alleles. • Polygenic inheritance. • <span class="highlight">Sex</span>-linked traits. • Independent assortment. • Test cross. • Pedigrees. • Punnett squares. 3.04 Assess the impact of advances in genomics on individuals and society. • Human genome project. • Applications of biotechnology. 3.05 Examine the development of
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of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A <span class="highlight">Video</span> Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
INTRODUCTION TO BIOLOGY
discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimin...
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discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above-mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 359 Jackson, Mississippi 39201 (601) 359-3511
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=3
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
discriminate on the basis of race, <span class="highlight">sex</span>, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above-mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 359 Jackson, Mississippi 39201 (601) 359-3511
Science
null independent assortment HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios HE.4.B.4 Examine different modes of inheritance: null sex linkage null codominance null crossing over null incomplete dominance null multiple alleles HE.4.B.5 Ana...
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null independent assortment HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios HE.4.B.4 Examine different modes of inheritance: null sex linkage null codominance null crossing over null incomplete dominance null multiple alleles HE.4.B.5 Analyze the historically significant work of prominent geneticists HE.4.B.6 Evaluate karyotypes for abnormalities: • monosomy • trisomy
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=6
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=6
null independent assortment HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios HE.4.B.4 Examine different modes of inheritance: null <span class="highlight">sex</span> linkage null codominance null crossing over null incomplete dominance null multiple alleles HE.4.B.5 Analyze the historically significant work of prominent geneticists HE.4.B.6 Evaluate karyotypes for abnormalities: • monosomy • trisomy
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=23
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=23
of nucleotide that acts as a messenger between DNA and the ribosomes and carries out the process of protein synthesis: composed units of adenine, guanine, cytosine, and uracil Secondary succession The sequential replacement of population in a disrupted habitat Segregation The law stating that pairs of genes separate in meiosis and each gamete receives one gene of a pair <span class="highlight">Sex</span> influenced Description of a trait that is caused by a gene whose expression differs in male and females; (e.g., male patterned
Strand 1: Properties and Principles of Matter and Energy
Sequence: Reproduction and Heredity a. Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one set...
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Sequence: Reproduction and Heredity a. Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one set each) passed from parent(s) to offspring b. Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms) c. Compare and contrast the reproductive mechanisms of classes of
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=45
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
Sequence: Reproduction and Heredity a. Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two <span class="highlight">sex</span> cells in sexual), and the number of gene sets (body cell has two sets, <span class="highlight">sex</span> cells have one set each) passed from parent(s) to offspring b. Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms) c. Compare and contrast the reproductive mechanisms of classes of
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=46
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
Scope and Sequence – Reproduction and Heredity a. Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change in the parent genes) b. Recognize and describe when sexual reproduction occurs, the offspring is not identical to either parent due to the combining of the different genetic codes contained in each <span class="highlight">sex</span> cell ST DOK a. 1, b. 1 E. The pattern of inheritance for many traits can be predicted by using the principles of
Microsoft Word - South Dakota Science 2005.rtf
organisms that divide by meiosis (sex cell formation) to produce gametes (sex cells). Germination When a seed sprouts. Gravitational force The pull that makes all bodies in the universe tend to move toward each other due to their masses. Greenhouse effect An increase in the warming eff...
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organisms that divide by meiosis (sex cell formation) to produce gametes (sex cells). Germination When a seed sprouts. Gravitational force The pull that makes all bodies in the universe tend to move toward each other due to their masses. Greenhouse effect An increase in the warming effects of infrared radiation absorption brought about by an increase in levels of carbon dioxide and other greenhouse gases in the atmosphere. Habitat The place or environment where a plant or animal naturally or normally lives
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=141
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
130 Indicator 2: Analyze various patterns and products of natural and induced biological change. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 9-12.L.2.1. Students are able to predict inheritance patterns using a single allele. • Solve problems involving simple dominance, co- dominance, and <span class="highlight">sex</span>-linked traits using Punnett squares for F1 and F2 generations. Examples: color blindness, wavy hair • Discuss disorders resulting from alteration of a single gene
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doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
organisms that divide by meiosis (<span class="highlight">sex</span> cell formation) to produce gametes (<span class="highlight">sex</span> cells). Germination When a seed sprouts. Gravitational force The pull that makes all bodies in the universe tend to move toward each other due to their masses. Greenhouse effect An increase in the warming effects of infrared radiation absorption brought about by an increase in levels of carbon dioxide and other greenhouse gases in the atmosphere. Habitat The place or environment where a plant or animal naturally or normally lives
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