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Biology District High > 2016-2017 > High School > Science > Biology > Burgdorfer, Larissa; Feldstein, Sharon; Hopko, Ann; Hudacko, Janet; Levine, Lillian; Mallinson, Brett; Mintz, Heather; Russo, Mary; Sbarro, Lauren; Topoleski, Tina; Urbaczek, TanyaThursday, September 22, 2016, 2:17PM

UnitUnit Summary

Interdisciplinary Connections

Technology Integration

21st Century Themes

Essential Questions

Enduring Understandings

Content SkillsAssessment

Differentiation / Modifications

ResourcesTeacher Notes

From Molecules to Organisms(Week 1, 8 Weeks)

The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the ques

Infused within the unit are connection to the 2013 NJCCCS for Mathematics, Language Arts Literacy and Technology.

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Bring your own technology/Chromebooks/Tablet/Cellular Device

The unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will encounter in college,

What is science?

How do we find expla

Science is an organized way of gath

Vocabulary and key terms related unit.

Goals of science

Procedures at the core of scientific methodology

Scientific attitudes gen

State the goals of science.

Use scientific methodology to solve a problem.

Ev

Teacher tutoring

Peer tutoring

Cooperati

Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Textbook Laborator

y manuals and equipment

Science Websites

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http://www.sciencene

My Lesson Calendar Print View.html

My Lesson Calendar Print View 2.html

tion, “How do organisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub ideas: Structure and Function, Growth and Development of Orga

on the job, and in life. Students learn best when actively engaged in solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be

nations for events in the natural world?

How doe

ering and analyzing evidence about the natura

erate new ideas

Relationship between science and society

Characteristics that living things share

Central themes of biology

Different approaches to studying scie

aluate scientific evidence.

Identify the characteristics of living things

Understand how the themes

ve learning groups

Modified assignments

Differenti

tlinks.com

o www.biology.com

o

http://strandmaps.nsdl.org/

nisms, and Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support

placed on useful feedback of student performance that is embedded into everyday learning. This may require a balance of technology-enhanced, formative and summative assessments that measure stude

s structure relate to function in living syst

l world.

Biology is the study of life.

Society

nce Imp

ortance of the universal system of measurement

Tables and graphing

Laboratory safety procedures

Essential laboratory equipment

The three subato

of biology unify all biological studies.

Identify the significance of using the metric system.

Corre

ated instruction

Native language texts and native

o www.thinkquest.com

o www.teachersdomain.org

*resources will vary for each district

explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesi

nt mastery of 21st century skills. Technology connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org

ems from the organismal to cellular level?

What i

can limit the application of scientific ideas

mic particles in atoms

Identify the six elements most common to biological organisms: carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur.

How

ctly make metric conversions.

Interpret and construct table and graphs that illustrate scientific finding

language to English dictionary

Response to Inter

s, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of orga

s the matter in organisms made of?

What are the

, especially if new scientific ideas conflict

isotopes are similar and different

How compounds are different from their compound elements

Two main types of chemical bonds

Unique properties of water

s. Fo

llow correct procedures for use of scientific apparatus.

Appropriate techniques for all laboratory sit

vention (RTI) www.help4teachers.com and www.doc

nism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

properties of certain compounds found in livin

with prevailing cultural beliefs.

Living syst

Difference between acids and bases

All organic compounds contain carbon

Functions of each of the four groups of macromolecules essential for life

Chemical rea

uations.

Follow protocol for identifying and reporting safety problems and violations.

Understand, ev

stoc.com , (search tiered lesson plan template

F

g things and how do we use them?

What controls

ems, from the organismal to the cellular leve

ctions are the result of energy changes

Roles of enzymes in living things

aluate, and practice safe procedures for conducting science investigations.

Describe the relationship be

ollow all IEP modifications/504 plan

the activities in the cell?

How do proteins ca

l, demonstrate the complementary nature of st

tween atomic structure and the molecular basis of life

Compare ionic and covalent bonds.

Des

rry out essential functions of life?

How does pho

ructure and function.

Certain compounds/ molec

cribe the structure of a water molecule.

Describe how the polarity of water results in its ability to form hy

tosynthesis transfer light energy into chemical

ules have unique properties that make them su

drogen bonds and act as a universal solvent.

Use the pH scale to identify acids and bases and

energy?

What are the basic units of life?

How do

itable for life.

Chemical reactions drive cell

predict the effects of pH levels on biological reactions.

Model and provide functions of the four maj

feedback mechanisms maintain homeostasis?

How

activities.

Models can be used to explain pho

or organic molecules: lipids, proteins, carbohydrates, and nucleic acids.

Determine how and w

are complex organisms produced and maintained

tosynthesis, respiration, and the cycling of

hy each major category of organic molecules is essential to life.

Analyze and explain how cells carry ou

through cellular division and differentiation

matter or flow of energy in living organisms.

t a variety of chemical transformations that allow the conversion of energy from one from to another, th

? H

ow does the structure of DNA determine the s

Cellular processes can be used as a model for

e breakdown of molecules into smaller units, and the building of larger molecules from smaller

tructure of proteins?

understanding the hierarchical organization

ones.

Recognize that most chemical transformations are made possible by protein catalyst calle

of an organism.

d enzymes.

Conduct an experiment to demonstrate that the activities of enzymes depend on the tem

perature, ionic conditions, and the pH of the surroundings.

BIOLOGY Ecosystems: Interactions,Energy&Dynamics(Week 9, 3 Weeks)

For an object to be classified as living it must meet parti

Infused within the unit are connection to the 201

Software Po

werpoint

Microsoft Word

Internet Sea

The unit will integrate the 21st Century Life and Career

How does stru

Living system


Cells are

Model how processes are re

Teacher tutori


Textbook Laborator

y manuals

cular criteria. One of the most defining of those being that it is composed of one cell or many cells. Every single one of us is made up of a million to trillions of these magnificent

3 NJCCCS for Mathematics, Language Arts Literacy and Technology.

rch Goo

gle Docs

Google Earth

stand. Students will engage with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best when actively engaged in solving meaningful problems using

cture relate to function in living systems fr

s, from the organismal to the cellular level,

made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.

Cellular processes are carr

gulated both internally and externally by environments in which cells exist

Explain how the fundamental lif

ng

Peer tutoring

Cooperative learning groups

Modifi

and equipment

Science Websites

o

http://www.sciencenetlinks.com

o www.biology.com

and efficient functional units. Cells, the most basic unit of life, are complex and dynamic. Their structures are specifically adapted to their function, and have an overall goal of maintaini

critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be placed on useful feedback of student performance that is embedded into everyday learning. This may

om the organismal to the cellular level?

How doe

demonstrate the complementary nature of stru

ied out by many different types of molecules, mostly by the group of proteins known as enzymes.

Cellular function is maintained through the regulation of cellular pro

e processes of organisms depend on a variety of chemical reactions that occur in specialized areas

ed assignments

Differentiated instruction

Native la

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o www.tea

ng homeostasis. In multi-cellular organisms, cells may become specialized to carry out a particular function. The cells of our body operate as a transport systems and highly effective communicator

require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills. Technology connections:For further clarification refer to NJ Class

s a cell maintain homeostasis both in itself an

cture and function.

All organisms transfer mat

cesses in response to internal and external environmental conditions.

Cells divide through the process of mitosis, resulting in daughter cells that have the same

of the organism's cells

Model how cells are enclosed within semi-permeable membranes that regu

nguage texts and native language to English dicti

chersdomain.org


s so that we can exist and survive. Just to stay alive, organisms and the cells within them have to grow and develop, move materials around, build new molecules, reproduce new cells, and

Standard Introductions at www.njcccs.org.

d as a multi-cellular organism?

How is matter tr

ter and convert energy from one form to anoth

genetic composition as the original cell.

Cell differentiation is regulated through the expression of different genes during the development of complex multi-cellular organis

late their interaction with their surroundings, including the transport of materials into and out of th

onary

Response to Intervention (RTI) www.help4te

respond to environmental changes. In order for an organism to perform these necessary functions they must be able to obtain and utilize energy. Energy is captured in many ways,

ansferred and energy transferred/transformed

er. Both matter and energy are necessary to b

ms. The

re is a relationship between the organization of cells into tissues and the organization of tissues into organs.

The structures and functions of organs determine thei

e cell

Identify genes as a set of instructions encoded in the DNA sequence of each organism that sp

achers.com and www.docstoc.com , (search tiered

photosynthesis (using sunlight for energy) being one of them. Understanding why and how cells can capture, transform, and use energy will foster better life decisions, such as diet

in living systems?

How do cell structures enabl

uild and maintain structures within the organ

r relationships within body systems of an organism.

Mathematical, physical, and computational tools are used to search for and explain core scientific con

ecify the sequence of amino acids in proteins characteristics of that organism.

Relate the specializ

lesson plan template

Follow all IEP modifications/

choices and strategies for maintaining a healthy lifestyle. Learning about cells processes helps one learn about themselves and how their body’s functions to maintain life, medical interventi

e cells to carry out life processes?

How and wh

ism.

Mathematical models support understanding

cepts and principles.

Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen.

In both plan

ation of cells in multi-cellular organisms to the different patterns of gene expression rather than to differ

504 plan

ons and treatments, and ultimately the organism survival. Students will learn the cell theory, as well as the structure and function of prokaryotic and eukaryotic cells, the basis for life. This

y do cells divide?

How can mathematical reasoni

of systems and the development of design sol

t and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules.

All organisms must break the high

ences of the genes themselves.

Explain how the many cells in an individual can be very different

will provide the foundation for understanding cellular transport and homeostasis. Students will examine how cells grow and reproduce. Additionally, students will learn how cells convert and store available

ng be used to demonstrate understanding of fun

utions for reducing the impact of human activ

-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.

from one another, even though they are all descended from a single cell and thus have essentially identic

energy.

damental concepts of carrying capacity, factors

ities on the environment.

System models play a

al genetic instructions

Trace the general process where the progeny from a single cell form an embryo

affecting biodiversity and populations, and th

central role in students' understanding of s

in which the cells multiply and differentiate to form the many specialized cells, tissues and organs that

e cycling of matter and flow of energy among org

cience and engineering practices and core ide

comprise the final organism

Explain how environmental factors (such as temperature, light intensity,

anisms in an ecosystem?

How do organisms obtai

as of ecosystems.

Maintaining biodiversity is

and the amount of water available) can affect photosynthesis as an energy storing process.

Recognize

n and use energy they need to live and grow?

H

essential to the health of the planet overall

the process of photosynthesis as providing a vital connection between the sun and the energy needs

ow do matter and energy move through ecosystem

. I

nteractions between species create a balanc

of living systems.

Describe how plants capture energy by absorbing light and use it to form strong chemi

s?

How can cellular respiration be represented

e within each ecosystem.

Cell division enables

cal bonds between the atoms of carbon-containing molecules.

Design independent investiga

in a model?

What is the role of cellular respirat

the growth and development of organisms.

tions to determine the effects of changing environmental factors on photosynthesis.

Analyze and describe

ion and photosynthesis in the cycling of carbo

how the process of photosynthesis provides a vital connection between the sun and the energy need

n among the biosphere, atmosphere, hydrosphere,

s of living systems.

Explain how the breakdown of some food molecules enables the cell to stor

and geosphere?

e energy in specific molecules that are used to carry out the many functions of the cell.

Trace the pr

ocess in which nutrients are transported to cells to serve as building blocks for the synthesis of structur

es and as reactants for cellular respiration.

Recognize that food molecules are taken into cells and reac

t to provide the chemical constituents needed to synthesize other molecules, and knowing that

the breakdown and synthesis are made possible by enzymes.

Explain how plants and many mi

croorganisms us e solar energy to combine molecules of carbon dioxide and water into complex, en

ergy rich organic molecules and release oxygen to the environment.

Investigate and describe the com

plementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular re

spiration.

Explain how the process of cellular respiration is similar to the burning of fossil fuels.

Heredity: Inheritance & Variation of Traits(Week 12, 4 Weeks)

The genetics unit is a broad overview of basic genetic concepts emphasizing how biological information is passed from one generation to another. Students will formulate answers to questions that


Software Po

werpoint

Microsoft Word

Internet Search

Google Docs

The unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best

How is genetic information passed through gen

Hereditary information is stored in DNA and i


The structural, functional, and biochemical nature of DNA.

The events and mechanisms of DNA replication.

How to use probabi

Describe and discuss Mendel's studies and explain how his studies led to our current understan

Teacher tutoring

Peer tutoring

Cooperative learnin


Textbook Laborator


Science Websites

o

http://www.sciencenetlinks.com

o w

include how characteristics of one generation are passed to the next, how individuals of the same species and siblings have different characteristics. Students will be able to make and defe

when actively engaged in solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be placed on useful feedback of student perfo

erations?

Why do reproductive cells have one h

s organized into genes and chromosomes.

A cell

lity to predict the outcome of genetic crosses.

Mendel's research work, conclusions about inheritance, and how these principles apply to all living things.

The rules of

ding of inheritance.

Use a Punnett square and probability calculations to predict the outcome of ge

g groups


Differentiated instr

ww.biology.com

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o www.thinkq

nd a claim, and use concepts of probability to explain the genetic variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look,

rmance that is embedded into everyday learning. This may require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills. Technolo

alf of the original cell's genetic information?

W

's DNA replicates when the divides.

DNA direct

dominance, segregation of alleles, and independent assortment of gametes.

The phases and events of meiosis, and how meiosis allows for genetic variability.

netic crosses.

Simplify the process of calculating mono-, di-, tri-hybrid crosses using basic probabilit

uction

Native language texts and native language t

uest.com



function, and behave. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Cros

gy connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

hat are genes and which important biological mol

s the synthesis of proteins, and ultimately t

How mitosis and meiosis differ.

The patterns of inheritance: complete dominance, incomplete dominance, co-dominance, and sex-linked inheritance.

The inherita

y equations.

Identify and explain the chromosomal activities that occur during meiosis.

Compa

o English dictionary

Response to Intervention (RT

s-cutting concepts of patterns and cause and effect are selected as organizing concepts for these core ideas.

ecule is contained within a gene?

How are gene

he emergence of phenotypic traits.

Heritable t

nce patterns of various genetic disorders including sickle-cell anemia, Huntington's disease, cystic fibrosis, and more.

The major historical events and discoveries that

re and contrast mitosis and meiosis.

Explain how and why and individual's chromosome numbe

I) www.help4teachers.com and www.docstoc.com ,

s and chromosomes related?

How is the fidelity

raits are the result of genes passed from one

led to our understanding about genetics and DNA.

The similarities and differences between DNA and RNA.

The central dogma of molecular biology

The events

r needs to remain constant.

Apply knowledge of genetics to explain mechanisms of inheritance.

(search tiered lesson plan template

Follow all IEP

of genetic information contained in DNA maint

generation to the next.

Genes are passed to o

of transcription, translation, and polypeptide synthesis

How genes are regulated

The various types of mutations and their effects.

Characteristics of common chr

Model the structure and function of a DNA molecule.

Model the events of DNA replication.

Model

modifications/504 plan

ained?

How was the basic structure of DNA disco

ffspring through reproductive cells.

The struc

omosomal disorders.

Various methods used in human DNA analysis.

How the Human Genome Project continues to evolve.

How selective breeding

the events of transcription, translation, and polypeptide synthesis.

Compare and contrast DNA and

vered?

How does the structure of DNA function i

ture of DNA allows for self-replication and e

can and has changed species.

The importance of biotechnology

The methods involved in cloning.

The importance of recombinant DNA technologies

The benefits of

RNA structure and function.

Explain the central dogma of molecular biology.

Identify mutations

n inheritance?

How does genetic information en

nsures the continuity of hereditary informati

genetic engineering to the agricultural and medical industries.

Pros and cons of genetically modified foods.

in a DNA sequence and demonstrate the effects of the mutations.

Predict the results from various gene

coded in DNA get translated into expression of

on.

Genes direct cell growth, development, and

tic crosses including multiple allele, sex-linked, autosomal dominant, autosomal recessive, and codo

traits in an organism?

How does genetic inform

regulation of the cell cycle.

Advances in bio

minant crosses.

Research a genetic disorder and present their ideas to peers.

Evaluate, critique, deba

ation flow from a cell's DNA to direct protein

technology have improved our understanding of

te, the effects of biotechnology on the lives of humans.

Explain the use of a variety of molecular biol

synthesis?

How do scientists use genetics to

genetics and have improved the quality of hu

ogical techniques including:oD

oP

oD

study human inheritance?

How do scientists man

man life.

Analysis of genetic information, in

ipulate DNA in living cells?

How does the unde

the form of DNA and protein sequence, is usef

rstanding and manipulation of genetics affect t

ul in researching genetic mechanisms, inferri

he quality of human life?

How are genetics and

ng evolutionary relationships, studying popul

evolution linked?

What happens when the DNA cod

ations, diagnosing diseases, and performing f

e changes over time?

Why do some genetic traits

orensics analyses.

Apply understanding of DNA

follow Mendelian inheritance patterns while

to analyze, support and/or critique current a

others don't?

What are some of the ethical, socia

nd emerging biotechnologies.

There are a wide

l, legal, and public policy issues associated w

array of ethical, legal, sociological, and pu

ith genetics and biotechnology?

What was the hu

blic policy issues that continue to arise as

man genome project and why was it important to t

knowledge of biotechnology and genetics advan

he study of human inherited disorders?

How does

ces.

Patterns of inheritance are predictable,

inserting, deleting, or substituting DNA segmen

and variation that exists within a species is

ts alter the genetic code?

How does the method

related to its mode of reproduction (sexual

of reproduction affect a species' genetic variab

or asexual).

ility?

Biological Evolution: Unity & Diversity(Week 16, 3 Weeks)

The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question, "What evid


Software Po

werpoint

Microsoft Word

Internet Search

Google Docs

The unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will encounter in colle

How does natural selection encourag

The diversity and changing of life


Science is a practice in which an established body of knowledge is continually revised,

State the goals of science.

Know that all species, living and extinct descende

Teacher tutoring

Peer tutoring

Coopera


Textbook Laborator


Science Websites

o

http://www.science

ence shows that different species are related?" The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversi

ge, on the job, and in life. Students learn best when actively engaged in solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will

e inter and intraspecific diversity over time?

W

forms over many generations is the result of

refined, and extended as new evidence emerges.

The principles of evolution (including natural selection and common descent) provide a scientific explana

d from ancient common ancestors.

Know that patterns in the distribution of living and fossil species

tive learning groups


Differen

netlinks.com

o www.biology.com

o

http://strandmaps.nsdl.or

ty and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students can

be placed on useful feedback of student performance that is embedded into everyday learning. This may require a balance of technology-enhanced, formative and summative assessments that measure

hat are the main lines of scientific evidence t

natural selection, in which organisms with a

tion for the history of life on Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.

Evolution occurs as a

tell us how modern organisms evolved from their ancestors.

Describe how evolution involves change

tiated instruction

Native language texts and native

g/




evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probabilit

student mastery of 21st century skills. Technology connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

hat support Darwin's theory of evolution by natu

dvantageous traits survive, reproduce, and pa

result of a combination of the following factors:

oA

oG

oF

oN

oM

in the genetic makeup of whole populations over time, not changes in the genes of an individual orga

language to English dictionary

Response to Inte

y to explain trends in populations as those trends relate to advantageous heritable traits in specific environments. The cross-cutting concepts of cause and effect and systems and system

ral selection?

How can concepts in probability

ss those traits to offspring.

Species alive to

nism.

Analyze natural selection simulations and use the data generated to describe how environmental

rvention (RTI) www.help4teachers.com and www.do

models play an important role in students' understanding of the evolution of life on Earth.

explain trends in populations as those trends

day have evolved from ancient common ancestor

ly favored traits are perpetuated over generations resulting in species survival, while a less favorabl

cstoc.com , (search tiered lesson plan template

relate to advantageous heritable traits in a

s.

Variation exists in all species and allows

e traits decrease in frequency or may lead to extinction.

Identify, explain, and demonstrate how technolo

Follow all IEP modifications/504 plan

specific environment?

What factors cause adapt

some individuals to survive in a particular e

gy can be used to determine evolutionary relationships among species (Gel electrophoresis, DNA/ami

ations in organisms?

How can system models be

nvironment because of those features.

no acid sequences).

Integrate scientific information from a variety of disciplines to provide evidence for the

used to represent the evolution of life on Eart

relatedness of species on Earth (geology, comparative anatomy, biochemistry, and taxonomy).

Rec

h?

How do genetic mutations and re combination

ognize that a change in species over time does not follow a set pattern or timeline.

Explain how th

of genes during meiosis enable evolution to o

e millions of different species on Earth today are related by common ancestry using evidence.

Use

ccur?

What role does the environment play in an

natural selection and its evolutionary consequences to provide a scientific explanation for the fossil reco

organism's survival and reproduction?

How do or

rd of ancient life forms, and the molecular similarities observed among the diverse species of livi

ganisms change over time?

What processes are res

ng organisms.

Discuss how environmental pressure, genetic drift, mutation and competition for resources

ponsible for life's unity and diversity?

What im

influence the evolutionary process.

Predict possible evolutionary implications for a population due to en

pact did the industrial revolution have on the

vironmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution).

peppered moth?

How might a group of one species

change over time to form a new distinct species

? W

hat changes in living things have occurred o

ver time and what scientific evidence is cited

to support biological evolution?

How does biodiv

ersity affect humans?

What scientific informatio

n supports common ancestry and biological evol

ution?

How can the adverse impact of human activ

ity on biodiversity be mitigated?

How can ther

e be so many similarities among organisms yet

so many different plants, animals, and microorga

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