1.  Big Idea 4 Biological Interactions

2. Essential Questions  How do interactions between and within populations influence patterns of species distribution and abundance?  How do living things use energy and matter to survive in an ecosystem?  How do humans impact the biodiversity of ecosystems?  What role does the environment play in sustaining homeostasis in biological systems?

3. Learning Objectives  Describe a scientific hypothesis about the origin of life on Earth. [LO 1.27, SP 1.2]  Evaluate scientific questions based on hypotheses about the origin of life on Earth. [LO 1.28, SP 3.3]  Describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [LO 1.29, SP 6.3]  Evaluate scientific hypotheses about the origin of life on Earth. [LO 1.30, SP 6.5]  Evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. [LO 1.31, SP 4.4]  Justify the selection of geological, physical, and chemical data that reveal early Earth conditions. [LO 1.32, SP 4.1]

4. Learning Objectives  Construct an explanation of how viruses introduce genetic variation in host organisms. [LO 3.29, SP 6.2]  Use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population. [LO 3.30, SP 1.4]

5. Learning Objectives  Connect how organisms use negative feedback to maintain their internal environments. [LO 2.16, SP 7.2]  Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.  [LO 2.17, SP 5.3]  Make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [LO 2.18, SP 6.4]  Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [LO 2.19, SP 6.4]  Justify that positive feedback mechanisms amplify responses in organisms. [LO 2.20, SP 6.1]

6. Learning Objectives  Justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. [LO 2.21, SP 4.1]  Design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. [LO 2.35, SP 4.2]  Justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. [LO 2.36, SP 6.1]  Use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [LO 2.28, SP 1.4]

7. Learning Objectives  Connect differences in the environment with the evolution of homeostatic mechanisms. [LO 2.27, SP 7.1]  Explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [LO 4.20, SP 6.3]  Analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [LO 2.26, SP 5.1]

8. Day 1  Required Readings:  Chapter 26, 19  Bozeman Videos:

9. Activity 1  Propose a hypothesis about how the Earth formed  Write a description of early Earth using biotic and abiotic factors  http://exploringorigins.org/timeline.html http://exploringorigins.org/timeline.html  Describe and evaluate other hypotheses regarding the origin of earth  Time: 45 minutes

10. Activity 2  Read the article “Genetic Variation Increases HIV Risk in Africans” (Science Daily)  The article looks at an explanation of how viral replication can introduce genetic variation in a viral population  Write a one-page summary explaining how viruses introduce genetic variation into host organisms  Time: 45 minutes

11. Day 2  Required Readings:  Chapter 19  Bozeman Videos:

12. Activity 1  Create a Venn diagram that describes the differences between viruses and human cells  Are viruses living?  How is genetic variation incorporated into hosts?  What role do viruses play in a biological system?  Share your ideas with the rest of the class  Time: 20 minutes

13. Activity 2  Go to the computer lab to research and analyze articles found at www.cdc.gov www.cdc.gov  http://www.cdc.gov/flu/antivirals/whatyoushould.htm http://www.cdc.gov/flu/antivirals/whatyoushould.htm  Your goal is to prove or disprove the idea that antiviral drugs work  Work with a partner to research the topic and create a Powerpoint presentation. Email your presentation to me.  Explain why it is difficult which strain should be produced with antiviral drugs  Time: 60 minutes

14. Day 3  Required Readings:  Chapter 39, 40, 45, 55

15. Activity 1  Any problems from last lesson?  Do you know what work you are required to hand in?  Time: 10 minutes

16. Activity 2  Create a diagram of an organism of your choice that shows how the organism maintains homeostasis  Include the following:  Control center, sensor, stimulus, effect, normal temperature, negative feedback, and positive feedback  Include annotations that explain how organisms use negative feedback to maintain their internal environments  Time: 30 minutes

17. Activity 3  Choose a disease that affects a particular body system (i.e. Parkinson’s, asthma, cancer (various), HIV/AIDS, ulcers, diabetes, etc.)  What homeostatic mechanism does it affect?  Make predictions regarding how pharmaceutical companies will need to design drugs that will fight the disease based on the negative feedback mechanisms the organism has  Report this prediction to the class  Time: 45 minutes (30 minutes research, 15 minutes presentation)

18. Day 4 (60 min) Library  Work with a partner and choose 2 environmental disasters to explain how the distribution of changes in the ecosystem over time may affect changes in the future  Hurricanes, floods, droughts, oil spills, earthquakes, tsunamis, disease epidemics, etc.  Create a visual representation (i.e. poster, powerpoint, model, etc.) showing the before and after effects, and how it relates to evolution

19. Day 5 Computer lab – 3 activities  Use the following site to see how the birth control pill works  You will not be able to view the video, but there is a text only version  http://www.pbs.org/wgbh/amex/pill/sfeature/sf_cycle.html  Use note cards to explain that timing and coordination of certain events are necessary for normal development and are regulated by multiple mechanisms  How is the menstrual cycle affected by the contraceptive pill?  Create a table to represent the different hormones that are released with and without the pill  How does the pill disrupt the dynamic homeostatic clock in a female reproductive system?

20. Activity 2  Find a research article online that looks at the effects of hormone replacement drugs  Analyze the article, focusing on the evaluation of the collected data that supports the claim that timing and coordination of physiological events are regulated by multiple mechanisms

21. Activity 3  Choose a physiological event in a plant or animal  Eg. Phototropism, photoperiodism in plants  Eg. Circadian rhythms, diurnal/nocturnal cycles, jet lag, seasonal responses, pheromones in animals  Create a comic strip that details the timing and coordination of your chosen event

22. Day 6  Required Readings:  Chapters 48, 49

23. Activity 1  Go over previous 2 lessons  Time to complete work & present activities you were working on  Time: 20 minutes

24. Activity 2  Create a diagram to show how a person removes their hand from a hot stove when the touch it  Include the following terms in your diagram:  Stimulus/sensory input  Response/motor output  Cell body, dendrite, axon  Neurotransmitter  Synapse  Time: 20 minutes

25. Activity 3  Create a Venn diagram to show the differences between action potentials and graded potentials  Time: 10 minutes

26. Activity 4  Choose one of the following disorders:  Schizophrenia, Depression, Drug Addiction, Alzheimer’s, Parkinson’s  Explain what it is  How does it affect the nervous system?  Are there drugs/therapies to control it?  What side effects do these drugs/therapies have?  What percent of the population does it effect?  Time: 30 minutes

27. Day 7  Required Readings:  Lab 10: Energy Dynamics

28. Day 8

29. Day 9 (60 min)

30. Day 10

31. Day 11

32. Day 12

33. Day 13

34. Day 14 (60 min)

35. Day 15

36. Day 16

37. Day 17

38. Day 18

39. Day 19 (60 min)

40. Day 20