1. Intro to Biology
Chapter 1 & 2

2. =the SCIENCE OF_______ = Study of ____________
BIOLOGY
=the SCIENCE OF_______
= Study of ____________
“LIFE”
living things
Bacteria
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3. Click the image to play the video segment.
It’s Alive!
Part 1 1A Part B
Click the image to play the video segment.

4. Characteristics of ALL LIVING THINGS
Made of _________
_____________
Have a universal ________________
_______ and ____________
______ & ___ ________ & _______
________ to their ____________
Maintain _________internal conditions
As a group, ________ over time
cells
Reproduce
genetic code
Grow develop
Obtain use materials energy
Respond environment
stable
change

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

6. ALL LIVING THINGS ARE: Made of cells
UNICELLULAR
____________organisms are made of only____________
1 cell
bacteria
(Ex: _________)
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7. ALL LIVING THINGS ARE: Made of cells
_________________ organisms _______ as _________ but as adults are made of
_______________
Ex: (___________
__________ )
MULTICELLULAR
BEGIN
ONE CELL
MANY CELLS
a human
a tree
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8. ALL LIVING THINGS Reproduce
SEXUAL REPRODUCTION
________________________
_____________the
genetic material from
_____________
________________
Seen in animals and plants
combines
2 parents
sperm + egg = baby
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9. ALL LIVING THINGS Reproduce
ASEXUAL REPRODUCTION
_________________________
makes a new organism
using the
genetic material
from
_________________
Seen in bacteria, plants, and some animals
ONLY 1 PARENT
Planaria animation:

10. All living things share a universal genetic code
Hereditary material
=Deoxyribonucleic acid
_____________
DNA
DNA
Segment of _____ with instructions for one _________
is called a ________.
PROTEIN
GENE
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11. ALL LIVING THINGS Grow & develop
Image by Riedell
_____________ organisms, like a bacterium, grow by __________ in ______.
UNICELLULAR
INCREASING SIZE

12. ALL LIVING THINGS Grow & develop
Image by Riedell
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Multicellular organisms grow bigger by ____________ cell ______
AND __________ cell ________.
increasing size
increasing number

13. MULTICELLULAR ORGANISM don’t just contain MANY CELLS… but many _______________ of cells with _____________________
DIFFERENT KINDS
DIFFERENT FUNCTIONS
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14. CHANGING
The process of ____________ EMBRYONIC STEM CELLS into different looking ADULT cells doing different jobs =
__________________________
DIFFERENTIATION
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15. All cells SAME DNA... have the_____________ different GENES ON OFF
what makes them ___________ is
which _________ are turned __________or _________
All cells SAME DNA...
different
GENES
ON OFF
See end of show for image sources

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

17. 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”

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

19. ALL LIVING THINGS Take in Materials & Use Energy
______________
get their energy by
___________________
HETEROTROPHS
consuming other organisms
Animals
Ex: ________ (including you) and _________________
most bacteria
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20. 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

21. ALL LIVING THINGS Respond to their environment
A signal to which an organism responds
= ___________________
STIMULUS
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22. ALL LIVING THINGS Respond to their environment
EXAMPLES:
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23. 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

24. EXAMPLE of HOMEOSTASIS
If body temp drops too low,
“shivering” produces
heat to warm you up.
If temp is too hot, “sweating” cools you down.

25. EXAMPLE of HOMEOSTASIS
Drinking a BIG GULP
increases the amount
of water in your body
Your next stop gets rid of the excess water.

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

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

28. 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

29. 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;

30. 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.

31. 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.