Staff Login  
Big Idea
Scientific knowledge is constantly changing as new information is discovered.
Essential Questions
Why does science evolve over time?
How many kingdoms of organisms do we currently acknowledge and what distinguishes them from each other? How is each kingdom broken down?
What specific factors are used when determining plant classification?
Why did plants need to evolve to live on land? How did this happen.
Standards


SCHS-S01-C01-01
Evaluate scientific information for relevance to a given problem.
SCHS-S01-C02-05
Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
SCHS-S02-C02-02
Explain the process by which accepted ideas are challenged or extended by scientific innovation.
SCHS-S01-C01-02
Develop questions from observations that transition into testable hypotheses.
SCHS-S01-C03-01
Interpret data that show a variety of possible relationships between variables, including
  • positive relationship
  • negative relationship
  • no relationship
SCHS-S02-C02-04
Describe how scientists continue to investigate and critically analyze aspects of theories.
SCHS-S01-C01-04
Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
SCHS-S01-C04-04
Support conclusions with logical scientific arguments.
SCHS-S04-C04-01
Identify the following components of natural selection, which can lead to speciation
  • potential for a species to increase its numbers
  • genetic variability and inheritance of offspring due to mutation and recombination of genes
  • finite supply of resources required for life
  • selection by the environment of those offspring better able to survive and produce offspring
Science & Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current or historical episodes in science.
  • Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)
Content/Core Ideas
  • Science is continually growing and changing.  
  • New information is discovered regularly.
  • New information may have a big impact on how we currently understand scientific information.
  • Currently scientists acknowledge 6 different kingdoms of organisms.  
  • Many factors contribute to how organisms are categorized, including cell structures, number of cells, and mode of nutrition.
  • Kingdoms are broken down into seven levels.  Each level being more specific than the previous level.
  • Plants are categorized by the use of vascular tissue, seeds and flowers.
  • To become more diverse and widespread plants evolved from aquatic organisms to terrestrial organisms.  
  • Plants evolved to be able to reproduce and take in nutrients, water, gases without growing in standing water.
Learning Practices
CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Design and use graphic organizers to show relationships between and within content topics (flowcharts, venn diagrams, cladograms, mind maps...).
Academic Vocabulary
No new vocab
Eubacteria
Archaebacteria
Prostista
Fungi
Plantae
Animalia
heterotroph
autotroph
cellularity  
kingdom
phylum
class
order
family
genus
species
vascular
nonvascular
cladogram
Assessments
  • Students will complete “Check Lab” and relate the process to how science is constantly changing.
  • Students will organize pictures of _________ into kingdoms.  Students will then break down each kingdom into the seven sublevels.
  • Students will construct a flowchart showing the organization of plants.
  • Students will design a cladogram showing the evolution of plants from land to water.