biology priority expectations

PASSING OF GENETIC INFORMATIONinteractions andinterdependence

geneticcontinuity and reproduction

growth, development and

di�erentiation

energy, matter,and organization

evolution

equilibrium

SYSTEMS ARE STABLE

INFLUENCED BY A PLAN AND THE ENVIRONMENTSYSTEMS AND THE ENVIRONMENT

CHANGE THROUGH TIME COMPLEX AND HIGHLY ORGANIZED

Unit 9Cell Division

Unit 11Genetics

Unit 10RNA

Unit 7Ecosystems

Unit 8Population Ecology and

Human Impacts

Unit 12Evolution

Unit 6Homeostasis

and Health

Unit 3Cell Energetics

Unit 2Cell Structure and

Function

Unit 1Biochemistry

Unit 4Comparative Structure

and Function

Unit 5Human Systems

BIOLOGY

64 | ISD/RESA/RESD Collaborative • High School Biology Priority Expectations

Biology Priority Expectations

Unifying Principles of Biology (Biology Teachers Handbook, NSTA Press)

1. Evolution2. Equilibrium3. Energy, Matter and Organization

4. Growth, Development and Differentiation5. Genetic Continuity and Reproduction6. Interactions and Interdependence

ISD/RESA/RESD Collaborative • High School Biology Priority Expectations | 65

The Big Ideas in the Biology Units

Unit 1Chemistry and Biochemistry

Living things are energy rich complex chemical structures.

Unit 2Cells – Structure and Function

Cells are the unit of structure and function of all living things.

Unit 3Cell Energetics

Organisms store, transfer and transform the energy needed to live.

Unit 4Comparative Structure and Function of Living Things

Organisms have specialized structures to carry out life functions.

Unit 5

Human Systems

The functions of the human body rely upon multiple body systems whose functions are interdependent.

Unit 6Homeostasis and Health

Organisms maintain an internal balance while the external environment changes.

Unit 7Matter and Energy in Ecosystems

Matter and energy are transformed as they are transferred through an ecosystem.

Unit 8

Population Ecology and Human Impacts on Ecosystems

Ecosystems are characterized by both stability and change on which human populations can have an impact.

Unit 9

Cell Division

Through cell division, mitosis explains growth and specialization while meiosis explains genetic continuity.

Unit 10DNA/RNA and Protein Synthesis

DNA carries the coded recipes for building proteins.

Unit 11Mendelian and Molecular Genetics (includes Biotechnology)

All cells contain a complete set of genes for the organism but not all genes are expressed in each cell.

Unit 12Evolution

Evolution provides a scientific explanation for the history of life on Earth.

biochemistry

the energy-rich, complex chemical

structures of things

IS ABOUT

four types ofmacromolecules to

biochemical structureof organisms

macromolecularstructure to

function

energy is stored in

compounds

DETERMINED BY CALCULATINGCORRELATINGRELATING


Unit 1

Big Idea

Living things are energy rich complex chemical structures.

Core Concepts

Living systems are made up of four major types of organic •molecules: carbohydrates, lipids, proteins and nucleic acids.

Organisms are made up of different arrangements of •these molecules, giving all life a biochemical framework.

Carbohydrates and lipids contain many • C-H bonds that store energy.

Inquiry, Reflection and Social Implications

B1.1C Generate questions for investigationsB1.1E Give evidence to support conclusions Students measure stored energy in foods using a cal-

orimeter and use evidence from food labels to reach conclusions about the chemical make-up of foods and diet.

B1.2B Apply science to social issuesB1.2C Access information from multiple sources Students study the problems of obesity based on

scientific evidence and relate information on nutri-ent intake to weight gain and loss. Students relate information on nutrient deficiencies to their role in defining dietary needs.

Chemistry & Biochemistry


Unit 1 Content Expectations (Priority Expectations are highlighted in gray.)

B2.2AExplain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B2.2BRecognize the six most common elements in organic molecules (C, H, N, O, P, S).

B2.2CDescribe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).

B2.2DExplain the general structure and primary functions of the major complex organic molecules that compose living organisms.

B2.2E Describe how dehydration and hydrolysis relate to organic molecules.

B2.2fExplain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones).

B2.4fRecognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

B2.5A Recognize and explain that macromolecules such as lipids contain high energy bonds.

cell structure and function

cells

IS ABOUT

viruses andbacterial, plantand animal cells

cell structureorganelle

function to cell function

organismsin a variety

of ways

COMPRISERELATINGMODELINGCOMPARING


Unit 2

Big Idea

Cells are the unit of structure and function of all living things.

Core Concepts

All cells have important similarities, but significant •differences in cell structure/function allow for life’s great diversity.

Cells combine to form more complex structures.•


B1.1E. Give evidence to support conclusions Students observe cell structure to help determine

cell function.

B1.2E Be aware of careers in scienceB1.2h Distinguish between theories, hypotheses and

observationsB1.2i Explain progressions of ideas

• Studentsresearchtheprogressionofdiscoveriesthat led to the cell theory and explain why it is a scientific theory and not a hypothesis or law.

• Studentsevaluatethefuturecareeropportunitiesin cellular biology.

Cells—Structure & Function



B2.4gExplain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.

B2.4h Describe the structures of viruses and bacteria.

B2.4iRecognize that while viruses lack cellular structure, they have the genetic material to invade living cells.

B2.5g Compare and contrast plant and animal cells.

B2.5hExplain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport).

B2.5i Relate cell parts/organelles to their function.

cell energetics

energy conversions

IS ABOUT

photosynthesis cellularrespiration

ATP forcell usage

CONVERTED TOTRANSFORMED BYSTARTING WITH


Unit 3

Big Idea

Organisms store, transfer and transform the energy needed to live.

Core Concepts

Photosynthesis converts the sun’s energy into the chemi-•cal potential energy of food.

Cell respiration converts the chemical potential energy •stored in food to the chemical potential energy stored in ATP.

ATP supplies the energy to do cell work. •


B1.1C Conduct scientific investigationsB 1.1E Give evidence to support conclusionsB1.1f Predict results of changes in variables Students conduct scientific investigations using Elo-

dea to compare cellular respiration rates in chang-ing conditions. Students also predict how oxygen production would change if plants were exposed to different levels of light.

B1.2k Analyze how science and society interact. Students analyze how changing levels of oxygen

and carbon dioxide impact our lives.

Cell Energetics



B2.4eExplain how cellular respiration is important for the production of ATP (build on aerobic vs. anaerobic).

B2.5DDescribe how individual cells break down energy-rich molecules to provide energy for cell func-tions.

B2.5eExplain the interrelated nature of photosynthesis and cellular respiration in terms of ATP synthesis and degradation.

B2.5f Relate plant structures and functions to the process of photosynthesis and respiration.

B3.1BIllustrate and describe the energy conversions that occur during photosynthesis and respiration. (Also repeated in Unit 8—Ecology)

comparativestructure and

function ofliving things

biologicalspecialization

IS ABOUT

interdependency of cells

integration ofsystems in an

organism

e�cient lifefunctions

RESULTS INOBSERVED BYPRODUCES


Unit 4

Big Idea

Organisms have specialized structures to carry out life functions.

Core Concepts

The same or similar functions are accomplished through •different structures in different organisms.

Systems work together physiologically to support the •needs of the entire organism and the cells of which it is composed.


B1.1C Conduct scientific investigationsB1.1E Give evidence to support conclusions Students do comparative scientific investigations

of basic life functions (respiration, excretion, food getting, locomotion) as accomplished in different species.

B1.2C Access information from multiple sources Develop an understanding of how a given organism

is dependent upon all body systems.

Comparative Structure & Function of Living Things



B2.4BDescribe how various organisms have developed different specializations to accomplish a par-ticular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration).

B2.4CExplain how different organisms accomplish the same result using different structural spe-cializations (gills vs. lungs vs. membranes).

B2.5BExplain how major systems and processes work together in animals and plants, including relationships between organelles, cells, tissues, organs, organ systems, and organ-isms. Relate these to molecular functions.

human systems

interdependence

ARE ABOUT

specialization systems working together healthy bodies

PRODUCINGRESULTS INRESULTS FROM


Unit 5

Big Idea

The functions of the human body rely upon multiple body systems whose functions are interdependent.

Core Concept

Human systems work together to maintain the short and •long term health of the organism.


B1.1A Generate questions for investigations

B1.1C Conduct scientific investigations

B1.1D Relate patterns in data to theories Students generate questions, conduct scientific

investigations and identify patterns about how the respiratory, muscular, and circulatory systems interact during exercise (running in place, reaction time, body fitness).

B1.2j Predict effects of technology Students relate technological design of exercise

equipment to human systems.

Human Systems



B2.1ePredict what would happen if the cells from one part of a developing embryo were transplanted to another part of the embryo.

B2.3d

Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with one another.

B2.3gCompare the structure and function of a human body system or subsystem to a non-living system (e.g., human joints to hinges, enzymes and substrate to interlocking puzzle pieces).

homeostasisand health

maintaininginternal balance

ARE ABOUT

homeostasis regulatingmechanisms healthy organism

RESULTS INCONTROLLED BYAS A DYNAMIC PROCESS


Unit 6

Homeostasis & Health

Big Idea

Organisms maintain an internal balance while the external environment changes.

Core Concepts

Body systems function together to maintain homeostasis •as conditions inside and outside the body change.

Regulatory mechanisms are responsible for many of the •homeostatic control systems in living organisms.

Human body systems work together to maintain human •health.


B1.1C Conduct scientific investigationsB1.1h Design and conduct investigations;

draw conclusions Students conduct scientific investigations relat-

ing exercise to pulse and repiratory rates and draw conclusions from recorded data in charts or tables.

B1.2C Access information from multiple sources B1.2D Use peer review to evaluate explanations

• Students develop an understanding of the link between obesity and diabetes by accessing information from multiple sources.

• In a peer review format, students evaluate a variety of diseases and explain the homeostatic imbalance.



B2.3ADescribe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity) to perform life functions.

B2.3BDescribe how the maintenance of a relatively stable internal environment is required for the continuation of life.

B2.3CExplain how stability is challenged by changing physical, chemical, and environmental condi-tions, as well as the presence of disease agents.

B2.3eDescribe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar).

B2.3f Explain how human organ systems help maintain human health.

B2.6aExplain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short– and long–term equilibrium.

matter andenergy in

ecosystems

transfer andtransformation

IS ABOUT

photosynthesis respiration food webs an organism’sgrowth and repair

COMPRISERELATINGMODELINGCOMPARING


Unit 7

Big Idea

Matter and energy are transformed as they are transferred through an ecosystem.

Core Concepts

Photosynthesis is the process of trapping solar energy •in matter that is then transferred and transformed throughout an ecosystem.

Respiration is the core process for energy release in an •ecosystem.

Through the transfer of matter, living organisms obtain •materials for growth and repair, from living and non-living organisms.


B1.1A Generate questions for investigationsB1.1C Conduct scientific investigationsB1.1f Predict results of changes in variables

• Students generate new questions about foodwebs that can be investigated in the lab and con-duct scientific investigations by constructing a microcosm (terrariums, aquariums, and bottle bi-ology) to model sustainable ecosystems.

• Studentsusesnailsandelodeainsealedtesttubesto predict what would happen when variables are changed.

B1.2C Access information from multiple sourcesB1.2i Explain progressions of ideas

• Students watch the “Private Universe” series “From Thin Air” to develop an understanding of the sci-ence concept of “where wood comes from”.

• Students explain the progression of ideas andexplanations, regarding plant growth, from Von Helmont to current understandings.

Matter & Energy in Ecosystems



B2.1AExplain how cells transform energy (ultimately obtained from the sun) from one form to another throughtheprocessesofphotosynthesisandrespiration.Identifythereactantsandproductsinthe general reaction of photosynthesis.

B2.1BCompare and contrast the transformations of matter and energy during photosynthesis and respiration.

B2.5CDescribe how energy is transferred and transformed from the sun to energy-rich molecules during photosynthesis.

B3.1A Describe how organisms acquire energy directly or indirectly from sunlight.

B3.1BIllustrateanddescribetheenergyconversionsthatoccurduringphotosynthesisandrespiration.(Repeat from Unit 3)

B3.1CRecognize the equations for photosynthesis and respiration and identify the reactants and prod-ucts for both. (Repeat from Unit 3)

B3.1DExplain how living organisms gain and use mass through the processes of photosynthesis and respiration.

B3.1eWrite the chemical equation for photosynthesis and cellular respiration and explain in words what they mean.

B3.2A Identifyhowenergyisstoredinanecosystem.

B3.2BDescribe energy transfer through an ecosystem, accounting for energy lost to the environment as heat.

B3.2CDraw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed.

B3.3AUse a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels.

B3.3bDescribe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life.

populationecology

stability andchange in

ecosystems

IS ABOUT

dynamic population equilibrium

abiotic and biotic factors

habitat destructionand invasive species

IMPACTED BYINFLUENCEDOBSERVED IN


Unit 8

Big Idea

Ecosystems are characterized by both stability and change on which human populations can have an impact.

Core Concepts

Ecosystems usually establish equilibrium between their •biotic inhabitants and abiotic factors. These relationships typically are stable for long periods of time.

Unless population growth is disrupted, the growth will •follow a predictable pattern.

Humans impact populations through habitat destruction, •invasive species, greenhouse effect, and global warming.


B1.1C Conduct scientific investigations B1.1D Relate patterns in data to theoriesB1.1E Give evidence to support conclusions

• Studentsdescribe reasons forgivenconclusionsabout water quality using evidence from macro-invertebrate stream studies.

• Students conductpopulation studiesofprotistsin classroom microcosms.

• Studentsidentifypatternsindataandrelatethemto theoretical models using the “Oh Deer” activity from Project Wild.

B1.2B Apply science to social issues Students identify and critique arguments about per-

sonal or societal issues based on scientific evidence related to global warming, habitat destruction, inva-sive species and species extinction.

Population Ecology & Human Impacts on Ecosystems



B3.4ADescribe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages of succession that eventually result in a system similar to the original one.

B3.4C Examine the negative impact of human activities.

B3.4d Describe the greenhouse effect and list possible causes.

B3.4e List the possible causes and consequences of global warming.

B3.5A Graph changes in population growth, given a data table.

B3.5B Explain the influences that affect population growth.

B3.5C Predict the consequences of an invading organism on the survival of other organisms.

B3.5eRecognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of population dynamics within ecosystems.

B3.5fGraph an example of exponential growth. Then show the population leveling off at the carrying capacity of the environment.

B3.5gPropose how moving an organism to a new environment may influence its ability to survive and predict the possible impact of this type of transfer.

cell division

mitosis andmeiosis

IS ABOUT

growth and specialization

(mitosis)

gamete production(meiosis)

PRODUCINGPRODUCING


Unit 9

Big Idea

Through cell division, mitosis explains growth and specializa-tion while meiosis explains genetic continuity.

Core Concepts

The process of mitosis produces new cells needed for •growth of an organism and these cells differentiate into specific cells with specialized functions.

Meiosis ensures genetic continuity, by producing sex cells •for sexual reproduction, which passes on genes to the next generation.


B1.1C Conduct scientific investigations Students conduct investigations to determine the

duration and sequence of each mitotic stage in on-ion root tip cells. Students also use pollen grains to compare meiosis to mitosis.

B1.2C Access information from multiple sources Students develop an understanding of genetic

continuity by accessing scientific information from multiple sources.

Cell Division


Content Expectations (Priority Expectations are highlighted in gray.)

B2.1CExplain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products.

B2.1d Describe how, through cell division, cells can become specialized for specific function.

B3.5dDescribe different reproductive strategies employed by various organisms and explain their advan-tages and disadvantages.

B4.2AShow that when mutations occur in sex cells, they can be passed on to offspring (inherited muta-tions), but if they occur in other cells, they can be passed on to descendant cells only (non-inherit-ed mutations).

B4.3ACompare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate to production of new cells and to passing on genetic information between generations.

B4.3B Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring.

B4.3C Explain how it might be possible to identify genetic defects from just a karyotype of a few cells.

B4.3dExplain that the sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations from the offspring of two parents.

B4.3eRecognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes.

B4.3f Predict how mutations may be transferred to progeny.

B4.4bExplain that gene mutation in a cell can result in uncontrolled cell division called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

B4.3gExplain that cellular differentiation results from gene expression and/or environmental influence (e.g., metamorphosis, nutrition).

Unit 9

protein synthesis

DNA coded instructions

IS ABOUT

replication triplet base coding mRNA tRNA mutation

ERRORS RESULT INTRANSLATED BYTRANSCRIBED TOWRITTEN INPASSED ON BY


Unit 10

Big Idea

DNA carries the coded recipes for building proteins.

Core Concepts

The central dogma of biology states that DNA codes for •proteins. Proteins determine the capabilities of the cell and the structure of the cell.

The processes by which proteins are made from DNA are •transcription and translation with RNA being the message carrier.

DNA must replicate itself faithfully in order to pass all •genetic information on to descendent cells, including sex cells.


B1.1C Conduct scientific investigations B1.1D Relate patterns in data to theoriesB1.1E Give evidence to support conclusionsB1.1g Critique reasoning based on evidence

• Studentsconduct investigationsusingappropri-ate tools to extract DNA from human cheek cells.

• Students identify patterns of amino acid se-quence in a protein molecule and determine the DNA codon sequence that produced it.

• Studentsviewtheevidencesupportingthetrip-let code.

B1.2i Explain progressions of ideas Students explain the progression of ideas that led to

the discovery of DNA triplet codes.

DNA/RNA & Protein Synthesis



B4.1BExplain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules. These genes contain the information for the production of pro-teins.

B4.2B Recognize that every species has its own characteristic DNA sequence.

B4.2C Describe the structure and function of DNA.

B4.2DPredict the consequences that changes in the DNA composition of particular genes may have on an organism (e.g., sickle cell anemia, other).

B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals.

B4.2fDemonstrate how the genetic information in DNA molecules provides instructions for assem-bling protein molecules and that this is virtually the same mechanism for all life forms.

B4.2gDescribe the processes of replication, transcription, and translation and how they relate to each other in molecular biology.

B4.4cExplain how mutations in the DNA sequence of a gene may be silent or result in phenotypic change in an organism and in its offspring.

Mendeliangenetics

inherited traits

IS ABOUT

genotype phenotypedominance, segregation, independent

assortment

Punnet Square,statistics mutation

ALTERED BYANALYZED BYGOVERNED BYOBSERVED ASPASSED DOWN AS


Unit 11

Big Idea

All cells contain a complete set of genes for the organism but not all genes are expressed in each cell.

Core Concepts

Each cell of an organism contains all of the genes of the •organism but not all genes are used in all cells.

Traits are gene expressions which may be produced by a •single gene pair or more than one gene pair.

Mutations in the DNA code may lead to advantageous or •disadvantageous or no noticeable effect.


B1.1D Relate patterns in data to theory B1.1E Give evidence to support conclusionsB1.1g Critique reasoning based on evidence Students use Mendel’s pea plants to predict -phe-

notype, genotype, traits-dominance-recessive-co-dominant. Using a human karyotype, students iden-tify the sex of the sample, identify the homologous chromosome pairs. Using a Drosophila karyotype, students demonstrate Mendel’s Laws of Segregation andIndependentAssortment.

Mendelian & Molecular Genetics (includes Biotechnology)



B4.1ADraw and label a homologous chromosome pair with heterozygous alleles highlighting a particular gene location.

B4.1c Differentiate between dominant, recessive, co-dominant, polygenic, and sex-linked traits.

B4.1d Explain the genetic basis for Mendel’s Laws of Segregation and Independent Assortment.

B4.1e Determine the genotype and phenotype of monohybrid crosses using a Punnett Square.

B4.2h Recognize that genetic engineering techniques provide great potential and responsibilities.

B4.4a

Describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it and that the result-ing features may help, harm, or have little or no effect on the offspring’s success in its envi-ronment.

evolution

changes throughtime

IS ABOUT

common characteristics

of all organisms

variation withinspecies natural selection survival of

the �ttest

RESULTING INOBSERVED THROUGHAS MEASURED BYAS EVIDENCED BY


Unit 12

Big Idea

Evolution provides a scientific explanation for the history of life on Earth.

Core Concepts

The millions of different species of plants, animals, and •micro-organisms that live on Earth today are related by descent from common ancestors.

Evolution of species is, in part, the result of the process of •natural selection.

Genetic variation is preserved or eliminated from a •population through natural selection.


B1.1E Give evidence to support conclusionsB1.2C Conduct scientific investigations

• Students investigate fossil evidence to provideevidence for a given conclusion.

• Students develop an understanding of naturalselection by accessing information from multiple sources and evaluating the scientific accuracy and significance of the information.

B1.2i Explain progressions of ideas Students explain the progression of ideas and ex-

planations that lead to the theory of natural selec-tion, a part of the current scientific consensus or core knowledge.

Evolution



B2.4AExplain that living things can be classified based on structural, embryological, and molecular (relat-edness of DNA sequence) evidence.

B2.4dAnalyze the relationships among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes.

B3.4BRecognize and describe that a great diversity of species increases the chance that at least some liv-ing organisms will survive in the face of cataclysmic changes in the environment.

B5.1ASummarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions).

B5.1B Describe how natural selection provides a mechanism for evolution.

B5.1cSummarize the relationships between present-day organisms and those that inhabited the Earth in the past (e.g., use fossil record, embryonic stages, homologous structures, chemical basis).

B5.1dExplain how a new species or variety originates through the evolutionary process of natural selection.

B5.1eExplain how natural selection leads to organisms that are well-suited for the environment (differential survival and reproduction of chance inherited variants, depending upon environmental conditions).

B5.1fExplain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution.

B5.1gIllustratehowgeneticvariationispreservedoreliminatedfromapopulationthroughnatural selection (evolution) resulting in biodiversity.

B5.2aDescribe species as reproductively distinct groups of organisms that can be classified based on morphological, behavioral, and molecular structures.

B5.2bExplain that the degree of kinship between organisms or species can be estimated from similarity of their DNA and protein sequences.

Continued, next page


Content Expectations (Priority Expectations are highlighted in gray.)

B5.2cTrace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of subpopulations.

B5.3AExplain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population.

B5.3B Describe the role of geographic isolation in speciation.

B5.3CGive examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.

B5.3d Explain how evolution through natural selection can result in changes in biodiversity.

B5.3eExplain how changes at the gene level are the foundation for changes in populations and eventually the formation of a new species.

B5.3f Demonstrate and explain how biotechnology can improve a population and species.

biology priority expectations

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