DCI.FB.2: The Chemistry of Life

(Framing Text): Living and non-living things are composed of elements. Elements have the unique ability to form compounds and molecules based on their atomic structures. Water has unique properties that allow it to form solutions with a variety of compounds. Living organisms are composed of biological molecules that interact with water and through chemical reactions, help to maintain homeostasis.

FB.2: Students will demonstrate an understanding of the structure and interactions of matter and how the organization of matter supports living organisms.

FB.2.1: Develop and use simple atomic models to describe the components of elements (e.g., relative position, charges of protons, neutrons, and electrons).

 Bohr Model of Hydrogen
 Bohr Model: Introduction
 Element Builder

FB.2.3: Relate chemical reactivity to an element’s position on the periodic table. Use this information to determine what type of bond will form between elements (ionic, covalent, hydrogen).

 Electron Configuration

DCI.FB.3: Organization and Energy in Living Systems

(Framing Text): Cells are the basic unit of any living organism. All organisms are composed of one (unicellular) or many cells (multicellular). Living things use their cells to acquire energy from their environment to grow and reproduce, and then they respond and adapt to that environment for survival.

FB.3: Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.

FB.3.2: Use models to investigate and explain structures within living cells that support life (e.g., cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, Golgi, vacuoles, ER, ribosomes, chromosomes, centrioles, cytoskeleton, nucleolus, nuclear membrane).

 RNA and Protein Synthesis

FB.3.3: Compare and contrast active and passive cellular transport. Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions.


FB.3.4: Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms of the need for all living things to acquire energy from their environment.

 Cell Energy Cycle

DCI.FB.4: Molecular Basis of Heredity

(Framing Text): One strand of DNA creates a chromosome. Chromosomes have genes, which are simply segments of DNA. The information stored in DNA (in genes on chromosomes) determines the unique characteristics of an individual. DNA is the blueprint for RNA through transcription, which in turn, allows for the creation of a protein through translation. Modern technologies allow humans to manipulate DNA, RNA, and proteins to solve human dilemmas. Using technology to manipulate genetic information is controversial.

FB.4: Students will demonstrate an understanding of how genetic information is transferred from parent to offspring.

FB.4.1: Compare and contrast the basic structure and function of nucleic acids (e.g., DNA, RNA).

 RNA and Protein Synthesis

FB.4.3: Use models (e.g., Punnett squares) and mathematical reasoning to describe and predict patterns of inheritance of single genetic traits from parents to offspring (e.g., dominant, and recessive traits, incomplete dominance, codominance, multiple alleles, sex- linkage).

 Chicken Genetics
 Mouse Genetics (One Trait)
 Mouse Genetics (Two Traits)

DCI.FB.5: Biological Evolution

(Framing Text): The geologic time scale interpreted from rock strata and fossil evidence provides a way to organize major historical events in Earth’s history. Rock strata can document the existence, diversity, extinction, and changes in many life forms. Adaptation by natural selection acting over generations is one important process by which species gradually change to respond to environmental pressures.

FB.5: Students will demonstrate an understanding of Earth’s fossil record and its indication of the diversity of life over time.

FB.5.2: Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.

 Human Evolution - Skull Analysis

DCI.FB.6: Ecological Principles

(Framing Text): Ecosystems are dynamic in nature, full of complex interactions that affect the numbers and types of organisms that can survive. Biotic and abiotic factors affect ecosystems, allowing for them to sustain only a limited number of organisms and populations, known as a carrying capacity. There is a delicate balance that exists between the living and non-living things in an ecosystem. Humans can interrupt this balance, causing both local and global environmental issues.

FB.6: Students will understand the interdependence of living organisms and their environment.

FB.6.1: Compare and contrast biotic and abiotic factors.

 Pond Ecosystem

FB.6.2: Use models to analyze the cycling of matter in an ecosystem (e.g., water, carbon dioxide/oxygen, nitrogen).

 Carbon Cycle
 Cell Energy Cycle
 Pond Ecosystem

FB.6.4: Develop and use models to discuss the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.

 Pond Ecosystem

FB.6.5: Use models to analyze the flow of energy through food chains, webs, and pyramids.

 Food Chain
 Forest Ecosystem

Correlation last revised: 9/6/2017

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