CAMBRIDGE CORE SCIENCE SERIES: BIOBASICS

INTRODUCTION TO LIFE SCIENCE

Teacher’s Guide

INTRODUCTIONThis Teacher’s Guide provides information to help you get the most out of the BioBasics:Introduction to Life Science video program. This program is the first of the eight-part BioBasics lifesciences series. The information in this guide will allow you to prepare your students before usingthe program, and to present follow-up activities to reinforce the program’s key learning points.

The BioBasics series is intended to excite young people about science and teach them conceptsthat meet national educational standards for science literacy. Science, in its multiple disciplines, isinherently fascinating and helps explain the world around us. In addition to fulfilling our naturalcuriosity, there is a practical benefit to studying science: it teaches critical thinking skills that helpus make informed and reasoned decisions, solve problems, think creatively, and continue learning.

LEARNING OBJECTIVESAfter viewing Introduction to Life Science, students will be able to:

� Define biology and identify a number of its disciplines.� Demonstrate a basic understanding of the process known as the scientific method, and an

understanding that we know what we know in life science thanks to this process.� List the basic themes of biology. � Discuss evolution, the primary unifying concept of biology.� Define life according to the common characteristics of living organisms.� Describe the hierarchical organization of organisms and populations.

EDUCATIONAL STANDARDSThe content of this program has been aligned with the following national and state educationalstandards and benchmarks.

NATIONAL STANDARDS Science The activities in this Teacher’s Guide were created in compliance with the following NationalScience Education Standards from the Association for the Advancement of Science.

� As a result of activities in grades 9-12, all students should develop abilities necessary to do sci-entific inquiry, and understandings about scientific inquiry.

� As a result of their activities in grades 9-12, all students should develop an understanding ofthe cell, molecular basis of heredity, biological evolution, interdependence of organisms, mat-ter, energy, and organization in living systems, and behavior of organisms.

Reprinted with permission from National Science Education Standards © 1999 by the National Academy of Sciences, courtesy ofthe National Academies Press, Washington, D.C.

2 Copyright © 2005 Cambridge Educational®

English Language Arts StandardsThe activities in this Teacher’s Guide were created in compliance with the following NationalStandards for the English Language Arts from the National Council of Teachers of English.

� Students adjust their use of spoken, written, and visual language (e.g., conventions, style,vocabulary) to communicate effectively with a variety of audiences and for different purposes.

� Students employ a wide range of strategies as they write and use different writing processelements appropriately to communicate with different audiences for a variety of purposes.

� Students apply knowledge of language structure, language conventions (e.g., spelling andpunctuation), media techniques, figurative language, and genre to create, critique, and dis-cuss print and non-print texts.

� Students conduct research on issues and interests by generating ideas and questions, and byposing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,print and non-print texts, artifacts, people) to communicate their discoveries in ways that suittheir purpose and audience.

� Students use a variety of technological and information resources (e.g., libraries, databases,computer networks, video) to gather and synthesize information and to create and communi-cate knowledge.

� Students use spoken, written, and visual language to accomplish their own purposes (e.g., forlearning, enjoyment, persuasion, and the exchange of information).

Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers ofEnglish, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted withpermission.

Technology StandardsThe activities in this Teacher’s Guide were created in compliance with the following NationalEducation Technology Standards from the National Education Technology Standards Project.

� Students use technology tools to enhance learning, increase productivity, and promote creativity.� Students use technology to locate, evaluate, and collect information from a variety of sources. � Students evaluate and select new information resources and technological innovations based

on the appropriateness for specific tasks.

The National Education Technology Standards reprinted with permission from the International Society for Technology Education.

PROGRAM OVERVIEW Bio Basics: Introduction to Life Science provides an overview of life science and its many disci-plines, describes the scientific method, and presents central themes in life science. It providesvaluable insight into the vastness of biology, discusses various disciplines of biology, and revealsseveral critical discoveries and milestones that have occurred within these disciplines. Bio Basics:Introduction to Life Science explains the hierarchy or life, and the ways in which biologists studyeach of the many levels of this hierarchy. This program also defines biology as a highly dynamicscience that constantly yields new discoveries, and it provides intelligent and thoughtful com-mentary from those who study and commit themselves to this science.

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MAIN TOPICSTopic 1: Biology is the Study of LifeThis section of the program introduces the field of biology as the study of life and all organisms.It also stresses the idea that because the Earth is home to trillions of living things, it is importantto define exactly what we mean by “life.” The common traits of all living things are described.

Topic 2: Life is Organized HierarchicallyBiology is a vast science whose range extends from the examination of submicroscopic particlessuch as bacteria to the study of global biological communities. All life is connected to other life,and to the Earth itself. Life is hierarchical, from single-celled organisms to the planet’s biosphere.In each level of the hierarchy, biologists study structures and systems in order to understand theirfunctions as well as their interdependence.

Topic 3: Major Contributions to the FieldBiology is an interdisciplinary science that is closely connected to multiple other disciplines anddiscoveries within them. Some of the most significant milestones that have led to biology’s perva-sive themes include the invention of the microscope, the discovery of the cell, Darwin’s theory ofevolution by natural selection, Mendel’s discovery of the inheritance of genetic traits, and Crickand Watson’s discovery of the double helix structure of DNA. This section also presents evolutionas the central unifying theory of biology.

Topic 4: The Scientific MethodThe scientific method, first laid down by Aristotle’s observations of the phenomena of the naturalworld, provides a systematic way of thinking, making careful observations about the world, andconducting research. The scientific method uses a basic, ordered series of steps to ask questionsand test hypotheses.

Topic 5: The Dynamism of BiologyNew technologies and research methods are constantly being developed, yielding tremendousamounts of information. Biology is a highly dynamic science that uses a continuous process ofdefining and redefining knowledge. Like the other sciences, the study of biology yields discover-ies that allow us to uncover more about our world, and gain a deeper appreciation of it.

Topic 6: Perspectives In the final section of the program, several scientists and scholars hold forth on what they believe biol-ogy is ultimately about. It is a systematic way of learning about our environment. But beyond justfacts and figures, it is about standing on the edge of the unknown and moving into what can beknown. It is about investigation and curiosity. Finally, without biology, we might have less of anunderstanding of who we are, how we’ve arrived at this point in our history, and where we are going.

FAST FACTS� There are trillions of living things on Earth.� All life shares the same 20 amino acids.� All life is connected to other life, and all are connected to the earth, sea, and atmosphere.� Aristotle was an immensely important Greek philosopher whose writings not only laid the

foundation for the scientific method but, along with those of Plato, form the core of ancientwestern philosophy.

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� Charles Darwin was a 19th century English geologist and naturalist whose work led to themodern theory of evolution, which is the central unifying concept of biology. Darwin’s theoryof natural selection—that successful organisms pass down certain traits that assure their off-spring adapt to their environment—is the most important mechanism of evolution. After hisobservations in the Galapagos Islands, Darwin published his theory in his most famous book,The Origin of Species.

� Gregor Mendel, a 19th century Austrian monk, discovered heredity while cultivating peaplants at his monastery.

� James Watson and Francis Crick, working together in the mid 1950’s, discovered the double-helix structure of DNA. Their discovery won them the Nobel Prize for Medicine.

� In 1665, Robert Hooke discovered the cell when he examined a piece of cork under a micro-scope and saw that it was made up of empty, small compartments.

� No one is certain who invented the first microscope, but credit for the first compound micro-scope is usually given to Zacharias Jansen of Holland, who built it around the year 1595.

VOCABULARY TERMSa priori: Made before or without examination; not supported by factual study.amino acid: Any of various organic acids containing both an amino group and a carboxyl group,especially any of the twenty or more compounds that link together to form proteins or that func-tion as chemical messengers and as intermediates in metabolism. atom: The smallest unit of any element.biology: The science of life and living things.biomes: Ecological regions of the earth.biosphere: Living organisms and their environment.botany: The study of plants.cells: The building blocks of life.complex organism: A living thing that requires many systems for it’s survival.community: Different species living together.DNA: Deoxyribonucleic acid; a nucleic acid that carries the genetic information in the cell and iscapable of self-replication and synthesis of RNA. DNA consists of two long chains of nucleotidestwisted into a double helix and joined by hydrogen bonds between the complementary basesadenine and thymine or cytosine and guanine. The sequence of nucleotides determines individualhereditary characteristics.ecosystem: Organisms and their environment.genes: A set of building instructions within cells.genetic code: A set of rules which maps DNA sequences to proteins in the living cell, and isemployed in the process of protein synthesis. Nearly all living things use the same genetic code,called the standard genetic code, although a few organisms use minor variations of it.hierarchy of living things: The organization of living things from the simplest structure, single-celled organisms, to the biosphere, which encompasses all Earth’s ecosystems.homeostasis: The ability of a system to maintain a stable condition by means of multipledynamic equilibrium adjustments controlled by interrelated regulation mechanisms.hypothesis: A tentative assumption made in order to draw out and test its logical or empiricalconsequences.metabolism: The process of cells burning food to produce energy.microbiology: The study of the tiniest creatures.molecules: The smallest particle of a substance, made of two or more atoms.organ: A part of the body that performs a specific function, such as the liver.organelle: A structure within a cell that performs a specific function.5

organism: Any form of life, such as a plant or an animal.organ systems: A group of organs that work together to perform specific functions.population: A group of same species in a specific area.scientific method: Principles and procedures used for the systematic pursuit of knowledge.Includes the formulation of a problem, the collection of data through observation and experi-ment, and the formulation and testing of hypotheses. submicroscopic: Too small to be seen in an ordinary light microscope. tissue: A group of cells that work together to perform one or more function sin the body, suchas muscles or nerves.virus: Submicroscopic infective agents, regarded either as extremely simple microorganisms or asextremely complex molecules, that typically contain a protein coat surrounding an RNA or DNAcore of genetic material but no semi-permeable membrane, that are capable of growth and mul-tiplication only in living cells, and that cause various diseases in humans, lower animals, or plants.zoology: The study of animals.

PRE-PROGRAM DISCUSSION QUESTIONS1. How would you define the term “life”?2. Name some potential benefits of studying biology.3. How is all life on Earth connected?4. Can you describe the scientific method? Why do you think it is important for scientists to

follow the method?5. Why do you think it would be important for biologists to know other scientific fields?

POST-PROGRAM DISCUSSION QUESTIONS1. Why is it important for biologists to keep in mind “the big picture” of all life, even while

focusing on one of life’s many hierarchies?2. What is the significance of the fact that all living things share the same twenty amino acids?3. Name the disciplines upon which biology relies. Why are the connections between fields so

significant?4. Which contribution to biology would you consider the most important? Why?5. What does biology help us to understand?

GROUP ACTIVITIESBiology Connections PosterThe object of the activity is to create a poster that will draw connections between various scien-tific disciplines and illustrate how they have had an impact on biology. Each group member willchoose three disciplines (such as chemistry, ecology, physics, geology, genetics, etc.), thenresearch two major contributions or discoveries within that field that contributed to our under-standing of biology.

Although the final design is up to the group, one idea you can offer to students is to place theword “biology” at the center of the poster. Then, each contribution will be written or pastedonto the poster and connected to the center.

After the poster is complete, each group will present their findings to the class.

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All I Need to Know About Biology I Learned in this PoemIn this activity, your group will write a poem about the major topics of biology covered in thevideo. The key is to make the poem funny, which also makes it easier to remember! Topics youmay wax poetic about include:

• The scientific method• The genetic code• The evolution of life• The theory of natural selection• The common traits used to define living things• The hierarchical organization of life from atoms to the biosphere• Famous scientists such as Darwin, Aristotle, Crick & Watson, and Mendel• Why biology is a dynamic science• Your own opinions on issues such as why biology is fascinating and/or important• Human curiosity about the world

Have fun, and present your poem to the class when you are finished.

Can They Adapt?In this activity, your group will select a living organism to “save”. It can be a mammal, a fish, abird, or even a tree or flower. Think of ways the organism might adapt to a changing environ-ment if our global climate continues to warm, as many scientists now predict. Students shouldresearch how the organism has adapted to its current environment and how living things haveadapted to climate change in the past, and then offer a variety of solutions for the organism tosurvive. Can it migrate to a cooler climate? Might it shed its fur or change the color of its leaves?Groups will present their findings to the class.

INDIVIDUAL STUDENT PROJECTSDNAIn this project you may draw or build a model of the double helix structure of DNA, label it, andexplain its parts to the class. Your project must also include an explanation of the importance ofunderstanding DNA as a way of understanding all living things, and an overview of at least fourmajor research projects in the US that revolve around DNA. One example is the human genomeproject, another is advancements in medicine using genetics.

Each One, Teach One This project lets you play the role of teacher by creating a poster to be hung up in the classroom.One option is to create an “Is It Alive?” poster, which lists the common traits of life and presentsexamples of living organisms and non-living things. The more ambiguous the examples of non-living things, the better. Can you stump your classmates? The other option is to create a“Scientific Method” poster, which defines and lists the steps of the scientific method. Next to thesteps, describe each step of a famous experiment (such as Salk’s polio vaccine research).

INTERNET ACTIVITIESBiology in the NewsUse a major search engine, such as Google, to research current headlines in biology or life sci-ence. Pick one story and present it to the class.

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Biology CareersThis activity will help you discover careers in biology. Along with some you may have thought of,such as medicine or research, there are no doubt many possible careers in biology that youhaven’t yet considered. Start by visiting the American Institute of Biological Sciences’ excellentcareer page at http://www.aibs.org/careers. Choose two careers that interest you and researchthem further by visiting other Web sites associated with that career. Find out what sort of educa-tion is required, where you might work and under what conditions, salary, and career advance-ment. Who knows, you may actually follow the career path you research!

Changes and ChallengesEvolution is the primary unifying concept of biology. The scientific method outlines the principlesand procedures used by all scientists for the systematic pursuit of knowledge. So how has use ofthe scientific method supported the theory of evolution? In this activity, start by composing astatement about evolution and let this serve as your hypothesis. It can be known to be true orknown to be false. Examples: “The survival of a species depends on its adaptation to the envi-ronment” or “Characteristics that are acquired can be handed down to one’s offspring.” Howwould you support this statement using the scientific method? Use the Internet to search forresearch data or experiments that have been conducted. Do your data or experimental resultssupport—or fail to support—your hypothesis? Report your findings to the class.

ASSESSMENT QUESTIONSQ: Define biology.A: Biology is the study of life and all organisms.Feedback: Biology is also called “life science.” It is a vast science whose range extends from theexamination of submicroscopic particles to the study of global biological communities. Biologistswork both in the lab and in the field.

Q: How do biologists define life?A: Biologists define life according to a number of traits all living things have in common, includ-ing being composed of one or more cells; being able to grow, reproduce, and adapt; using ener-gy; maintaining homeostasis; responding to the environment; and receiving instructions fromDNA. Feedback: All living organisms share common traits. It is these traits that allow biologists todefine a thing as living or not living.

Q: All life is connected. (True or False)A: TrueFeedback: True. All life on earth is connected not only through the genetic code and our commonancestry, but through our interdependence. Most organisms depend on other organisms for sur-vival, and all depend on the Earth’s ecosystems. This is why it is so vital to protect the environment.

Q: What is the central unifying theory of biology?A: EvolutionFeedback: The theory of evolution states that all life on Earth shares a common ancestry, andthat populations change over time.

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Q: What is one of the main characteristics that distinguishes humans from other species?A: Our curiosity about the world around usFeedback: Throughout human history, we have been fascinated by our natural world. Ourhuman curiosity has led us to investigate and classify our world and its phenomena, which hasshaped our understanding of the world and our place in it. Our curiosity continues and our dis-coveries lead to further understanding.

Q: What do you call the specific series of steps that are used in scientific investigation?A: The scientific methodFeedback: The scientific method provides a systematic way of thinking, making careful observa-tions about the world and conducting research.

Q: List the steps of the scientific method.A: 1. Ask a critical question.

2. Formulate a hypothesis.3. Make predictions.4. Perform experiments to test the hypothesis.5. Test the predictions.6. Interpret the results and draw conclusions.

Feedback: Results may or may not support the hypothesis. If they do, then the results can beused to develop more hypotheses. If they do not, they can lead to new hypotheses.

Q: What does it mean that biology is a highly dynamic science?A: It is changing all the time. Feedback: Biology is constantly in the process of defining and redefining information. Like othersciences, it yields discoveries that allow us to uncover more about our world and gain a deeperappreciation of it.

Q: In biology, or in any field of endeavor, what is just as important as understanding facts andfigures? A: Investigation and curiosityFeedback: It is the desire to know, to ask questions, and to think creatively, that ultimately moti-vates us to keep learning about our world and about ourselves.

ADDITIONAL RESOURCESWEB SITES

The National Academy of Scienceswww4.nationalacademies.org

The American Museum of Natural Historywww.amnh.org

National Library of Medicine www.nlm.nih.gov

Eureka! Sciencewww.eurekascience.com

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BOOKS

Biology: Science for LifeBy Colleen M. Belk and Virginia M. Borden Prentice Hall, 1st edition; July 7, 2003; Paperback, 477 pagesISBN: 0130892416

Biology: Concepts and Connections (4th Edition)By Neil A. Campbell, Jane B. Reece, Lawrence G. Mitchell, and Martha R. TaylorBenjamin Cummings; June 22, 2002; Hardcover, 781 pagesISBN: 080536627X

Biology for DummiesBy Donna Rae SiegfriedFor Dummies; September 15, 2001; Paperback, 384 pagesISBN: 0764553267

OTHER PRODUCTSThe Nature of Biology, VHS/DVD, Cambridge Educational

Why study biology? What’s it all about? Why does it matter? This is the video that helps answerthese common questions about biology. Images from the natural world reinforce the sense ofwonder and excitement involved in studying life science. Interviews with science professionalshelp viewers appreciate the impact and value of biology in society. The program is organizedaround the general themes of biology: Diversity of Life, Heredity, Cells, Interdependence of Life,Flow of Matter and Energy, and Evolution of Life. Through exploring these themes, students gainan understanding of the principles and values of life science. An upbeat introduction to the studyof the living environment. A great way to begin a class in the life sciences! A CambridgeEducational Production. One 30-min video and guide. Order #: 8181, www.cambridgeeducational.com, 1-800-468-4227

Themes of Biology, Posters, Cambridge Educational

This collection of seven posters combines striking photography, colorful illustrations, and suc-cinct, informative text to represent these major themes of biology. Attractive resources for anyscience classroom, these educational posters help students make connections between key lifescience concepts and things they experience every day in the living environment. Posters include:

• Diversity of Life • Classification• Evolution • Heredity• Flow of Matter and Energy • Interdependence of Life• Cells

Order #: 27164, www.cambridgeeducational.com, 1-800-468-4227

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Evolution Video Library, DVD, Films for the Humanities & Sciences

Part of the Life Science series, this program contains 17 video clips on evolution and naturalselection, diversity of life, and genetics. Correlates to National Science Education Standards. AUser’s Guide is included, containing an overview; a numbered index of clips, with brief descrip-tions and lengths; suggested instructional strategies; and a list of additional resources. ADiscovery Channel/FFH&S Production. Clips include:

• Introduction to Evolution• Elephant Evolution• Charles Darwin• Adaptation• Insect Evolution• Survival• Birds of Prey• Reptile Characteristics• Mammal Diversity and Survival• Animals and Extremes• Plant Diversity• Introduction to Genetics• Cloning• Novelty Gene• Crime Solvers• Transgenics• Biotechnology

Order #: 30954, www.films.com, 1-800-257-5126

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