SLG-Bio1-1.1-Unifying-Themes-in-the-Study-of-Life PDF

LEARNING GUIDE 1: UNIFYING THEMES IN THE STUDY OF LIFE Subject Code: Biology 1: Fundamentals of Biology 1 Learning Guide Code: 1.0 (Unifying Themes in the Study of Life) Lesson Code: 1.1 (Unifying Themes in the Study of Life) Time Frame: 30 minutes MATERIALS NEEDED...

LEARNING GUIDE 1: UNIFYING THEMES IN THE STUDY OF LIFE Subject Code: Biology 1: Fundamentals of Biology 1 Learning Guide Code: 1.0 (Unifying Themes in the Study of Life) Lesson Code: 1.1 (Unifying Themes in the Study of Life) Time Frame: 30 minutes MATERIALS NEEDED To complete this learning guide, you need the following: 1. Camera/Smartphone 2. Pen and paper 3. Biology: A global Approach by Campbell et al. (2015). 4. Laptop Computer/Internet-ready gadgets 5. Stable internet connection TARGET After completing this learning guide, you are expected to:  Describe the scope and disciplines of Biology HOOK If your learning space is inside your room, leave it for a moment. Go out and take a 360-degree look at the living things that surround you. Look at the green grass, the blooming flowers, the towering trees, the flying birds, and many more. If your learning space gives you a chance to look at the greens without even going outside, then you're one lucky human! Take several seconds to a few minutes on observing living creatures and then take one picture that most interests you. We will go back to that in a while. Now, what question might you ask after the short environmental scanning activity you did? Write it on the space below. The question you just asked could have been asked once (or maybe more) by a biologist. Therefore, when you think of questions like that, you are becoming a biologist yourself! In this module, we will start exploring how the living world is wondrously varied by looking at the themes that unify them. Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 1 of 10  IGNITE Biology as the study of life covers a very wide range of scope. Just imagine it concerns every single life form on Earth no matter how minuscule they are or how extremely extraordinary they may be. There has to be some sort of organization such that studying them might be an easier task. Biologists tried to identify five unifying themes or ways of thinking about life. These themes remain true today and will still be in the future. As we discuss them, try to reflect on how every living thing is connected to another and how unity exists amidst diversity. 1. ORGANIZATION All levels of life have systems of organized and related parts, take for example the levels of biological organization (see FIGURE 1). They can be studied from a global scale like that of the entire planet to a molecular scale like that of cells and molecules. Each level in the hierarchy has specific characteristics, and as one moves up the ladder of biological organization, there are arrangements and interactions of parts that result in novel properties. These properties are referred to as emergent properties, and they are not unique in biological systems. Among the levels of FIGURE 1. The biological levels of organization of living things. Open Stax, Rice life, the cell is considered the University (2020). Retrieved from: https://openstax.org/details/books/biology-2e. Textbook content produced by most basic unit. It can perform OpenStax is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). all activities that a living organism can. If one looks at the reason for any biological event, it can be traced back to the workings of a living cell. There are two types of cell: prokaryotic and eukaryotic. Both of them has plasma membrane that is responsible for allowing materials to go in and out of the cells. Prokaryotic cells are smaller compared to eukaryotic cells. They also lack membrane-bound organelles and they are found among the members of the kingdom Bacteria and Archaea. In contrast, eukaryotic cells have membrane-bound organelles and are found among members of kingdom Protista, Fungi, Plantae, and Animalia. When a scientist chooses to focus on the small parts that make up a system rather than the system itself, he/she is employing the reductionist approach. For example, developmental biologists study DNA and genes because they direct the development of an organism. They are employing the reductionist approach as along the process of understanding development (the whole), they are compelled to understand and delve into how the genetic material (part of the whole) works. Although this approach has been useful to scientists, some claim that they offer an incomplete view of life. To solve this dilemma, scientists encourage reductionism with systems biology. In this approach, the system (the whole) is analyzed and explored together with the parts that make up the system. Going back to the same Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 2 of 10  example given, upon understanding how the genetic material functions and interacts with other molecules that play roles in the development, developmental biologists try to relate these concepts with other observations so that the entire process of development is more clearly understood. In this way, systems biology offers a more holistic approach. We also find a connection between structure and function at each level of the biological hierarchy. For example, the major branches of the respiratory system are lined with cilia. The beating of cilia helps in cleaning the respiratory system by moving mucus with trapped dust and other contaminants upward to the pharynx where it is usually swallowed. Analyzing a structure gives us an idea of how it functions. Similarly, knowing the function of something helps us visualize the structure that is responsible for that given function. 2. INFORMATION The cell is the basic unit of life. Inside it, structures called chromosomes contain the genetic material, deoxyribonucleic acid (DNA). Each chromosome has one long chain of DNA. Segments of DNA are called genes which are the units of inheritance. The DNA is composed of two strands. These strands run antiparallel to each other and are made up of nucleotide bases bonded together (see FIGURE 2). These nucleotides are Adenine (A), Guanine (G), Cytosine (C) and Thymine (T). Imagine them as the alphabet you know except that it has only four letters. Different arrangements of the letters will convey different meanings just like how rat is different from tar or art even when they are made from the same set of letters. The nucleotide bases which are part of your DNA works the same way. The differences in their arrangements within a given gene will result in the expression of different traits. During FIGURE 2. Differences between DNA and RNA. File:Difference DNA- fertilization, 23 chromosomes are contributed by RNA-DE.svg:Sponk/*translation:Sponk Retrieved from: https://upload.wikimedia.org/wikipedia/commons/3/37/Difference_DNA_RNA-EN.svg. each of the This file is licensed under the Creative Commons Attribution-Share Alike 3.0 gametes of your Unported license. parents. When the sperm and egg fuses, they form a zygote. That is YOU now. Inside you are 23 pairs of chromosomes that will dictate who you are and who you will become. Many genes are involved in protein production. Proteins are macromolecules that play many roles in our bodies. Some function in building and repairing body tissues, allowing metabolic reactions to occur, and coordinating bodily functions to maintain homeostasis. Genes control protein production indirectly with the use of RNA (ribonucleic acid), a molecule related to DNA. DNA has to be transcribed first to the intermediary form, RNA (mRNA) and the latter has to be translated into proteins. The entire process of creating proteins out of a template DNA is called gene expression (see FIGURE 3). In the process of translating mRNA into proteins, all life forms use the same genetic code. It is a set of combinations where each three FIGURE 3. Gene expression nucleotides (known as codon) code for a single amino acid. One can derive many Eukaryote. CKRobinson (2015, assumptions on the relatedness of two or more different species by examining and December 4). Retrieved from: comparing nucleotide sequences between or among them. https://es.m.wikipedia.org/wiki/Archivo: Gene_expression_eukaryote.png. This The complete set of genes in an organism is called the genome, and the study file is available under the Creative of it is referred to as genomics. On the other hand, the complete set of proteins Commons Attribution-ShareAlike 4.0 expressed by a cell or group of cells is called proteome, and the study of it is called Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 3 of 10 proteomics. The developments in these fields were achieved because of the use of cutting-edge technologies, bioinformatics, and collaboration among interdisciplinary research teams. 3. ENERGY AND MATTER Organisms require energy to perform work. For example, plants heavily rely on energy from the sun to fuel their sugar production. In the process of producing sugar, the light energy from the sun has to undergo a series of transformations for it to be converted into chemical energy in the form of food. Consumers may consume the producers or other consumers so that the chemical energy in food is now transferred to them. When they perform work, some of the energy is lost to the environment in the form of heat. Here we see the one-way flow of energy through an ecosystem, initially coming in as light and coming out as heat. 4. INTERACTIONS In all levels of the biological hierarchy, interaction is important. In ecosystems, organisms must interact with both biotic and abiotic factors. Interactions between biotic factors establish symbiotic relationships among the organisms involved. These relationships may cause benefit to one party only (parasitism), on both parties (mutualism), or it can neither detrimentally affect both parties (commensalism). Interactions can also be observed on molecular levels such as when positive or negative feedback loops operate. If the result of a reaction is amplified, positive feedback is operating. If, on the other hand, the result is reduced or changed, it is negative feedback. 5. EVOLUTION According to Theodosius Dobzhansky, "Nothing in biology makes sense except in the light of evolution". Evolution is defined as the change in living organisms over time. According to this concept, all life forms arose from a single common ancestor which through time has developed adaptations through natural selection. This explains why we can still find unity amidst diversity. All these themes and the properties and processes of life embedded within these themes work to maintain homeostasis within a body of a living organism. Homeostasis is the state of steady internal state despite the changes outside the organism. As mentioned earlier, Biology as the study of life is very broad. Originally, it had three main branches: Botany, Zoology, and Microbiology. Botany deals with the study of the different aspects of plants. Zoology deals with the study of the different aspects of animals. And Microbiology deals with the study of the different aspects of microorganisms. Today, a long list of many disciplines fall under the scope of Biology. Check out this site for the complete list of the branches of Biology. : Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 4 of 10  NAVIGATE Note: This is a GRADED assessment. We now go back to the picture you took at the start of this module. Print and paste it on the space below, and describe how the unifying themes of Biology just discussed were apparent. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ Insert your photo here Alternative Assessment: Choose one from the identified tasks that you think you will be able to do best. Once finished, submit your output via Moodle. TASKS: A. Online Interview Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 5 of 10  Conduct an online interview with a professional whose line of work is related to the disciplines under Biology. Record your interview and write a report about it. Pattern your interview report on the samples found in this site: https://asc.yale.edu/samplereports. You may also add more interview points to what is provided. Suggested discussion points: 1. Relevant skills they must have or trainings they have undergone before they got their job 2. Opportunities they enjoy in their career 3. Daily routine in their workplace For submission: 1. Audio recording 2. Interview report B. Infographic Making Suppose you were chosen by Schraer and Stotze, the authors of Biology: The Study of Life, to promote a specific career in Biology. Your work will be posted in the book’s section titled, Careers in Action. Create an infographic about why your chosen career is important and how it will be of significant use to your local community. For submission: 1. Infographic C. Essay Writing This site: https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/biology lists several career options in the field of Biology. If you were to become a biologist, what career will you choose from the list and why? Write a one-page essay about it following the format below:  Size of paper: A-4  Three (3) to five (5) paragraphs  Single spaced  Uniform 1’’ margin  Saved in pdf file For submission: 1. Essay D. Graphic Organizer Choose a notable Filipino scientist in the field of Biology (and all its other sub-disciplines) and complete the graphic organizer below. Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 6 of 10 For submission: 1. Graphic organizer image (JPEG or PNG) RUBRICS A. Rubric on Rating Interview Report Criteria Exceptional Acceptable Marginal Unacceptable 4 pts 3 pts 2 pts 1 or 0 pt Introduction Interview events were Interview events were Interview events were Interview events and discussed in detail and described and has described but introduction were has skillfully introduced introduced the person introduction to the lacking details. the person interviewed. interviewed. person interviewed has lacking details. Questions The interviewer has The interviewer has The interviewer has The interviewer exhibits prepared and asked prepared and asked prepared and asked little preparation and relevant questions with relevant questions with relevant questions with attention through the mastery of the main understanding, if not minimal understanding, type of questions asked. points of the subject’s mastery, of the main if not mastery, of the initial query. points of the subject’s main points of the initial query. subject’s initial query. Listening Skills / The interviewer has The interviewer has The interviewer gives The interviewer gives Follow-up Questions demonstrated careful demonstrated careful little evidence of careful no evidence of listening; listening by asking listening by sometimes listening by largely proceeds directly to critically constructed asking critically ignoring potentially prepared questions questions as follow up constructed questions as relevant responses and without regard to to significant responses follow up to significant moving on to the next responses. The of the person responses of the person prepared question. The interviewer also does interviewed. The interviewed. The interviewer also elicits not elicit elaborated interviewer also elicits interviewer also elicits little elaboration. responses. elaboration of answers. elaboration of answers but does not grab that opportunity whenever it presents. Summary The interviewer has The interviewer has The interviewer has not The interviewer has provided a detailed provided a detailed provided a detailed only provided an summary of the summary of the summary and some incomplete summary interview. All questions interview, but not all important questions and without all the questions and responses were questions and responses responses were omitted. and responses. recorded were recorded. Conclusion The interviewer has The interviewer has The interviewer has The interviewer has not identified at least three identified at least two identified a single point any point he/she has points he/she has points he/she has he/she has learned from learned from the learned from the learned from the the interview and interview and conveyed interview and conveyed interview and conveyed conveyed how they will how they will be helpful how they will be helpful how they will be helpful be helpful applications applications in the applications in the applications in the in the future. future. future. future. Writing mechanics The interviewer’s The interviewer’s The interviewer’s The interviewer’s and organization writing demonstrates a writing is accomplished writing lacks clarity or writing is unfocused, sophisticated clarity, in terms of clarity and conciseness and rambling, or contains conciseness, and conciseness and contains numerous serious errors; The correctness; The report contains only a few Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 7 of 10  is extremely well- errors; The report is errors; The report lacks report is poorly organized. well-organized. organization. organized. B. Rubric on Rating Infographic Criterion Weight Exceptional Acceptable Marginal Unacceptable 4 pts 3 pts 2 pts 1 or 0 pt Content 50% Appropriate details Most details Few details No details to support support main idea, support main idea, support main idea, main idea, Accurate and Accurate Lacking accurate Information is not detailed information for information; and accurate; and information; and almost all subject Inadequate Information does not Information matter; and information is not support the visual’s adequately supports Information is clearly supportive purpose purpose of visual mostly adequate of visual’s and supportive of purpose visual’s purpose Focus 20% Topic and title clear Topic and title are Topic and title are Topic and title are and easily mostly clear and difficult to not clearly identified, Main easily identified, identify, Main identified, Mo main idea is clearly Main idea is idea is not clearly idea; and appropriate to topic; appropriate to stated; and Few Illustrations do not and All illustrations topic; and Most illustrations complement purpose complement illustrations complement of visual purpose of visual complement purpose of visual purpose of visual Visual Appeal 20% Outstanding use of Adequate use of Inappropriate use Little attempt to use color, design, and color, design, and of color, design, of color, design, and space, Original and space, Design is and space, Design space appropriately, creative design; and adequate; and lacks creativity; Design is dull; and Overall design is Overall design is and Lack of Project has sloppy pleasing and mostly pleasing harmonious appearance harmonious and harmonious design in presentation Mechanics 10% Free of grammatical Mostly free of Frequent Too frequent errors. Words are grammatical errors. grammatical grammatical errors. legible and pertinent Most words are errors. Distractive elements to topic. legible and Presentation is make illustration pertinent to topic. illegible and ineffective. confusing. Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 8 of 10 C. Rubric on Rating Essay 1 0.5 0 Submission/ The student submitted the The student submitted the Compliance The student did not output on or before the output beyond the given submit any output. deadline. deadline. 3 2 1 Some of the All of the explanations Most of the explanations explanations are are accurately anchored are accurately anchored accurately anchored to to the concepts presented to the concepts presented the concepts presented in the lesson. The in the lesson. There is at in the lesson. There are students demonstrate most one part of the more than one part of accurate and complete explanation which is the explanations which understanding of the inaccurate and not are inaccurate and not lesson which was applied founded on the scientific founded on the scientific in his/her explanation. principles learned. principles learned. 1 0.5 0.25 There are at most three There are four to six There are at least seven grammatical errors in the grammatical errors in the grammatical errors in output. output. the output. KNOT Biology is the study of all living things. These living things vary so much with one another so Biology has many sub-disciplines that work together to study them. Among these sub-disciplines are Botany, Zoology, and Microbiology. Furthermore, there are major unifying themes in Biology. They are categorized as Organization, Information, Energy and Matter, Interactions, and Evolution. These themes as well link Biology to other sciences. REFERENCES: Book Campbell, N., Reece, J., Urry, Lisa., Cain, M., Wasserman, S., Minorsky, P., Jackson, R. (2015). Biology A Global Approach. Tenth Edition. Pearson Education South Asia PTE.LTD Online Resources Testbook. (2020, July 8). Complete list of all branches of biology for SSC - Notes in PDF! Testbook Blog. https://testbook.com/blog/branches-of-biology-gk-notes-pdf/ Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 9 of 10 Rubric for Interview Report. (2013). https://lib800.files.wordpress.com/2013/08/lib-800-interview-grading-rubric.pdf Texas Education Agency. (2015). Rubric for Infographic or Poster. http://cte.sfasu.edu/wp- content/uploads/2015/04/Rubric-for-Infographic-or-Poster.pdf Read.Write.Think. (2013). Essay Rubric. http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf Images Amazingly simple graphic design software – Canva. (n.d.). Canva. https://www.canva.com/design/DAEBo6n_hwM/7ms2ByYtg5g58rc48giJUA/e CKRobinson / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0) File:Difference DNA RNA-DE.svg: Sponk / *translation: Sponk / CC BY-SA (https://creativecommons.org/licenses/by- sa/3.0) Student Clipart Student Thinking. https://webstockreview.net/explore/student-clipart-student-thinking/ The Biological Levels of Organization of Living Things. https://openstax.org/details/books/biology-2e. Prepared by: HANNAH FE A. EMILA Special Science Teacher II PSHS-BICOL REGION CAMPUS Reviewed by: ELEAZAR B. GUIA Special Science Teacher V PSHS-CENTRAL VISAYAS CAMPUS MICHELLE B. DUCUSIN Special Science Teacher V/Team Lead (Biology) PSHS-ILOCOS REGION CAMPUS Biology 1: FUNDAMENTALS OF BIOLOGY 1 Page 10 of 10