1. WHAT IS SCIENCE? Chapter 1 Key concept: What is the goal of science?
Interest Grabber
WHAT IS SCIENCE?
Chapter 1
Key concept:
What is the goal of science?

2. SCIENCE: Is an ________________ Uses_______ to ______ events
______and organizes ______
Deals only with __________
Looks for _______ and
__________
organized method
evidence explain
Collects information
natural world
patterns
connections
Image from:

3. _______________ that can be _______ by ___________________
Scientists:
_______________ that can be
_______ by ___________________
propose explanations
TESTED
examining evidence

4. Science is ______________but a ___________________
Because of new tools, techniques,
& discoveries, our understanding of
science is __________________.
not “just facts”
“WAY OF KNOWING”
ALWAYS CHANGING

5. Science is . . . Asking Questions Analyzing Predicting Calculating
Graphing
Explaining
Describing
Experimenting
Questions
Hypothesizing

6. Our understanding of science is _________ in _______ intelligent
AIDS
Renewable fuels
Global warming
Stem Cell Research
Alternative energy
Endangered species
Bird flu
Cancer
Pollution
Cloning
Nuclear power
Our understanding of science is
_________ in _______ intelligent
________ about a wide variety
of _______ that affect our lives.
essential
making
decisions
issues

7. BIOLOGY =__________________ = ________________ The science of “LIFE”
Study of living things
Bacteria
Image from:

8. Click the image to play the video segment.
It’s Alive!
Part 1 1A Part B
Click the image to play the video segment.

9. Characteristics of ALL LIVING THINGS
Made of _________
_____________
Based on a _____________________
_______ and ____________
______ & ___ ________ & _______
________ to their ____________
______________________________
As a group, __________________
cells
Reproduce
universal genetic code
Grow develop
Obtain use materials energy
Respond environment
Maintain a stable internal environment
change over time

10. ALL LIVING THINGS ARE: Made of cells
The _____ is the
______________.
basic unit of life

11. ALL LIVING THINGS ARE: Made of cells
UNICELLULAR
____________organisms are _____________
made of only 1 cell
bacteria
(Ex: _________)
Image from:

12. ALL LIVING THINGS ARE: Made of cells
_________________ organisms _______ as _________ but as adults are
_________________________
Ex: (___________
__________ )
MULTICELLULAR
BEGIN
ONE CELL
MADE OF MANY CELLS
a human
a tree
Images from:

13. ALL LIVING THINGS Reproduce
SEXUAL REPRODUCTION
________________________
_____________the
___________________
from _____________
________________
Seen in animals and plants
combines
genetic material
2 parents
sperm + egg = baby
Family image from:

14. ALL LIVING THINGS Reproduce
ASEXUAL REPRODUCTION
_________________________
makes a new organism
using the
________________
from
_________________
Seen in bacteria, plants, and some animals
genetic material
ONLY 1 PARENT
Planaria animation:

15. All living things share a universal genetic code
Hereditary material = DNA
______________________
DEOXYRIBONUCLEIC ACID
Segment of DNA
________________ with instructions for one _________
is called a ________.
PROTEIN
GENE
Image from:

16. ALL LIVING THINGS Grow & develop
Image by Riedell
_____________ organisms, like a bacterium, grow by ________________.
SINGLE CELLED
INCREASING in SIZE

17. ALL LIVING THINGS Grow & develop
Image by Riedell
Image from:
Multicellular organisms grow bigger by __________________
AND _____________________.
increasing cell size
increasing cell number

18. MULTICELLULAR ORGANISM don’t just contain MANY CELLS… but many _______________ of cells with _____________________
DIFFERENT KINDS
DIFFERENT FUNCTIONS
Image from:

19. Embryonic cell that has the potential to differentiate into a wide variety of cell types = __________
STEM CELL

20. PROCESS OF CHANGING
The _____________________ from an EMBRYONIC STEM CELL into different looking ADULT cells doing different jobs =______________________
DIFFERENTIATION
Image from:

21. All cells have the SAME DNA...
_________________________
what makes cells ___________ is
_______________ are _______________________
different
WHICH GENES
TURNED ON or OFF
See end of show for image sources

22. It’s like having a whole library full of books, but reading only the books that are important to you.

23. ALL LIVING THINGS Take in Materials & Use Energy
grow and develop
To________________,organisms _______ a constant supply of
____________________ &
____________
need
BUILDING MATERIALS
ENERGY!
This sheep uses the
MOLECULES and ENERGY
in the food it eats to
make “more sheep”

24. ALL LIVING THINGS Take in Materials & Use Energy
___________ use energy from sunlight or chemicals to ________________
AUTOTROPHS
make their own food
Image from:
GREEN PLANTS
Ex: _____________ use ____________to turn
_________ into _________
photosynthesis
glucose
sunlight

25. ALL LIVING THINGS Take in Materials & Use Energy
______________
get their energy by
___________________
HETEROTROPHS
consuming other organisms
Animals
Ex: ________ (including you) and _________________
most bacteria
 Image from:

26. Vocab word chemical reactions metabolism
the combination of all the _________________ through which an organism ________ or ___________ materials as it carries out its life processes
= ___________________
chemical reactions
builds up
breaks down
metabolism

27. ALL LIVING THINGS Respond to their environment
A signal to which an organism responds
= ___________________
STIMULUS
 Image from:

28. ALL LIVING THINGS Respond to their environment
 Image from:
A stimulus can be
_________________
EXTERNAL
Ex: When there is enough water
and ground is warm enough,
seed germinates. Roots respond to
gravity & grow downward. Leaves respond to sunlight & grow up.

29. ALL LIVING THINGS Respond to their environment
A stimulus can be
____________
INTERNAL
Ex: When the glucose level in your bloodstream becomes low, your body responds by making you feel hungry.

30. VOCAB WORD
A cell works to keep conditions inside the cell constant = ______________________
IF temperature, water content, nutrients, acidity change too much
. . . the cell will die.
HOMEOSTASIS

31. HOMEOSTASIS involves internal __________ mechanisms FEEDBACK
If body temp drops too low,
“shivering” produces
heat to warm you up.
If temp is too hot, “sweating” cools you down.

32. HOMEOSTASIS Drinking a BIG GULP increases the amount
of water in your body
Your next stop gets rid of the excess water.
(OSMOREGULATION)

33. ALL LIVING THINGS as a group, change over time
EVOLUTION
= ______________
Allows _______ of ________ in a ___________
survival
species
changing world

34. SOURCES
Muscle: RBC: Nerve:
Bone:
Cheek:

35. SOUTH DAKOTA SCIENCE STANDARDS
LIFE SCIENCE
Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.
9-12.L.1.2A. (Synthesis) Describe how living systems use biofeedback mechanisms to maintain homeostasis.
9-12.L.1.3A. (Synthesis) Explain how gene expression regulates cell growth and differentiation.
Examples:
Tissue formation Development of new cells from original stem cells

36. Core High School Life Science Performance Descriptors
High school students performing at the
ADVANCED level:
predict how homeostasis is maintained within living systems;
predict the function of a given structure;
PROFICIENT level:
describe the relationship between structure and function;
predict how life systems respond to changes in the environment;
BASIC level
recognize that different structures perform different functions;
identify DNA as the structure that carries the genetic code;
define homeostasis;

37. SOUTH DAKOTA SCIENCE STANDARDS
NATURE OF SCIENCE
Indicator 1: Understand the nature and origin of scientific knowledge.
9-12.N Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations.
Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations.

38. Core High School Life Science Performance Descriptors
High school students performing at the
ADVANCED level:
given a scientific discovery, evaluate how different societal,
cultural, and personal beliefs influenced the investigation and
its interpretation;
PROFICIENT level:
given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation;
BASIC level
given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.