Titan Science

2013-2014 Life Science

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Unit 1 The observant scientist-
Students will improve their ability to make careful observations of the world around them and to distinguish the differences between observation and inference.  Students will create detailed scientific illustrations of natural objects to culminate this brief unit.

Unit 2  Ecosystems-
This unit will begin with an overview of what is living.  Students will become familiar with the abiotic factors that influence the living organisms in a particular environment.  In small teams they will investigate how changes in the world's biomes are impacting wildlife and what is being done to protect Earth's precious ecosystems.

Energy flow, interrelationships, cycles, and change within ecosystems will be examined in detail when students design an "ecosystem in a bottle".  Students will control specific biotic and abiotic factors within their small ecosystems and investigate the effect that manipulating one of those factors has on the system.

    

 

Unit 3 Cells

Students will engage in several lab experiments that look at the nature of cells and help to explain how cells survive.  Each student will present their learning through a product of their choosing.

Unit 4 Photosynthesis
At the end of this unit students are expected to understand and apply the following science concepts:
a.  Plant cells take in carbon dioxide and water and use the energy from sunlight to chemically change them to food (sugar) and oxygen.  Plants use of store the sugar they produce to satisfy their energy needs.
b.  All cells chemically change sugar (food) and oxygen into energy required to survive.  This chemical change requires oxygen and produces carbon dioxide and water in addition to energy.
c.  Energy is used by all cells to carry out functions for survival and some energy is transferred to the environment as heat.
 

Unit 5 The Electromagnetic Spectrum

This unit begins with a review of some basic concepts related to wave energy.  Students will experiment with sound, water, and air as they formulate an understanding of the nature and behaviour of all waves.  Students will learn the definitions for some common vocabulary used to describe waves such as wavelength, crest, trough, frequency, amplitude, transverse waves, longitudinal waves, and electromagnetic waves.  We will then focus more intently on the nature of light.  Through hands on investigations, students will learn that light is a form of radiant energy, it can be refracted and reflected.  They will also learn that visible light is part of the electromagnetic spectrum.

 

Unit 5 Genetics

 

Students will create a model that shows how natural selection has caused the traits of an organism to evolve over time. You may choose to show the peppered moths, Darwin's finches, or another example that you know well enough to depict accurately. All models should...

• Show how the organism evolved over time. What specific trait(s) changed?

• Identify the selective pressure- What caused the organism to change?

• Explain the role of genes and genetic variation.

• Follow a logical sequence- Step by step descriptions

• Use images to support the text