1. technology and computing
2. computer certification

Manhattan Center for Science and Mathematics
FDR Drive @ East 116th Street
New York City, NY 10029
(212) 876-4639
David Jimenez, Principal
Yecenia Delarosa, Assistant Principal Science
Living Environment Course Outline
1. Course Overview: Biology is the study of living and once living things. Many people use biology in
different ways. You use biology if you have ever asked yourself these or other similar questions: How can I tell
when my plants need water? What can I do about the fleas on my dog? How can I tell if this plant is poison ivy?
Students in the Living Environment will learn how the scientific method is applied and what the tools of the
scientists are. During the year students will focus on major topics including life functions, study of the cell,
biochemistry, nutrition, transport, respiration & photosynthesis, excretion, regulation, diseases, reproduction,
modern genetics, evolution, and ecology.
2. Standards Connections: National, state, and local standards have been established for the sciences. Content
standards for living environment specify what students should know while performance standards specify what
high quality student work should look like. Student daily course work, instruction, assignments, and
performance should reflect these. The Regents exam taken in June is also based on these.
3. Making Literacy Connections: There will be added emphasis on scientific literacy with a focus on reading
and writing skills. To achieve this, students will be expected to read and report on current articles related to
topics of study. Students will be expected to display good writing skills in their lab reports, homework
assignments and class work. We will be looking for concise, well organized samples of writing that contain
proper use of terms as well as good grammar.
4. Lab Requirement: Regents science classes contain a state mandated lab requirement which students must
meet before they gain entry into a Regents examination in the science they studied during the year. Students
have to complete a minimum of 1200 minutes (15 passing lab reports) of hands-on laboratory work, with
submission of satisfactorily completed lab reports after each lab. This minimum requirement is in addition to
the seat time requirement of at least 180 minutes per week. Students cannot be exempted from the 1200 minute
laboratory requirement by any school administrator or teacher. Students who are hospitalized, homebound, or
home schooled are expected to complete the laboratory requirement; in such cases, alternative or comparable
laboratories may be given. An exemption for a student may be requested in writing from the State Education
Department only under extreme circumstances (e.g., terminal illness, catastrophic injury). A complete schedule
of labs is distributed to students at the beginning of each semester.
5. Assessment: Throughout the year students produce work which allows the instructor to interpret their
achievement. Daily homework assignments combined with class work demonstrate the grasp that students have
on theories, concepts, and problem solving skills. Laboratory reports demonstrate interpretations of theories
through observations, deductions, critical analysis, and reasoning skills. Exams, quizzes, in-class assignments,
and projects provide the basis for assessment. Student's grades are calculated based on the following:
60% Exams/quizzes
20% Laboratory reports
15% Homework assignments
5% Class participation
This course culminates in a Regents exam which is a standardized assessment given to all students in New York
State.
5. Syllabus: A detailed syllabus outlining the course, topics of instruction, and appropriate text book chapters is
provided to students.
REGENTS LIVING ENVIRONMENT
FALL
TOPIC/UNIT
Topic 1:
Scientific Method(Inquiry) and Tools of Scientists
Core Curriculum Standards:1( 1.1a-c, 1.2a-b, 1.3a-b, 1.4a, 2.2a, 2.3a-c, 3.1a, 3.4a-c, 3.5a-b)
Topic 2:
Life Functions & Interactions of Life Activities
Core Curriculum Standards:
4 (1.2a, 1.2b, 1.2c, 1.2d)
Topic 3:
The Cell/Cell Theory
Core Curriculum Standards:
4 (1.2e-f, 1.2i, 1.3a)
Topic 4:
Organic vs. Inorganic (Biochemistry)
Core Curriculum Standards:
4 (1.2h)
Topic 5:
Transport
Core Curriculum Standards: 4 (1.2g, 1.2j)
Topic 6:
Respiration & Photosynthesis
Core Curriculum Standards: 4(5.1 a-e)
Topic 7:
Enzymes and Nutrition
Core Curriculum Standards: 4 (5.1 f-g)
Topic 8:
Circulatory and Respiratory Systems
Core Curriculum Standards: 4 (5.1 a-g)
Topic 9:
Excretory System
Core Curriculum Standards: 4(5.1 a-g)
Topic 10:
Endocrine System
Core Curriculum Standards: 4( 5.3b)
Topic 11:
Nervous System
Core Curriculum Standards: 4 (5.3a)
Topic 12:
Immune System
Core Curriculum Standards: 4(5.2 a-j)
Fall Semester: Topics of Study
Topic 1:
Scientific
Method &
Inquiry
Scientific Method & Inquiry: 2 weeks (plus
reinforcement year round)
a. Generating hypotheses
b. Differences between control vs. experimental
groups (definition)
c. Data collection and analysis
9/13 –
d. Independent vs. dependent variable
9/19
e. Interactive activities:
 analyzing experiments
 interpreting charts
 drawing graphs
 descriptive information
 consumer research
Topic 2:
Tools of Scientists (Using Microscopes): 2 days
Tools of
(including lab)
Scientists
a. Parts of the compound light microscope
b. Calculations of microscope magnification
9/22 –
c. Calculations and conversions of various
9/23
measurements:
 micrometers
 centimeters
 inches
Topic 3:
Life Functions & Interactions of Life Activities: 1
Life
day
Functions & a. Respiration (aerobic vs. anaerobic)
Interactions b. Nutrition (autotrophic vs. heterotrophic)
of Life
c. Locomotion (sessile vs. mobile)
Activities
d. Reproduction (asexual vs. sexual)
e. Interactions of life functions + homeostasis =
9/24 –
maintenance**
10/3
ex: human body
Topic 4:
The Cell/Cell Theory: 3 days (connect topics 3
The
& 4)
Cell/Cell
a. All life functions interact within a cell
Theory
b. Cell as a part of the human body:
 Unicellular (protists [amoeba &
paramecium] vs. multicellular
[specialized cells])
 specialized cells  tissues organs
whole organism
Topic 5:
Organic vs. Inorganic = Biochemistry: 1 week
Organic vs. Note: Complete ‘a’ thru ‘f’ in 2 periods
Inorganic
a. Periodic table (brief introduction of the
Text Book Chapters
Biology Living
Systems: 1
The Living
Environment:
Biología: 1
Text Book Chapters
Biology Living
Systems: 2
The Living
Environment: 5
Biología: 2
Text Book Chapters
Biology Living
Systems: 4, 5
The Living
Environment:
Biología: 1
Text Book Chapters
Biology Living
Systems: 2, 4, 5
The Living
Environment: 5
Biología: 2
Text Book Chapters
Biology Living
(Biochemist
ry)
10/6 –
10/10
Topic 6:
Nutrition
(Hydrolysis
)&
Synthesis
10/14 –
10/20
Topic 7:
Transport
10/21 –
10/27
elements listed)
b. Define: atom, elements, compounds
c. Inorganic molecules and examples
d. Organic molecules and examples
(Note: students will be shown examples of molecules
but they are not expected to memorize them)
e. Differences between inorganic and organic
compounds
f. Relationship between bonds and energy
(Note: when bonds are broken, energy is
released.)
(Note: show glucose and amino acids / show which
one has more energy)
Note: Complete ‘g’ thru ‘i’ in 3 days;
reduce anatomy and focus on homeostasis
g. Relationship between food molecules and our
body make-up (“We are what we eat.”)
h. Integration between digestion, absorption
and assimilation (synthesis)
(Note: Show how enzymes break down
macromolecules in order to be absorbed by cells)
i. Differences between animal and plant cells.
Nutrition (Hydrolysis) & Synthesis: 1 week
Inorganic Complex organic Simple
organic
Note: Connect ‘a’ and ‘b’
a. Autotrophic nutrition (photosynthesis)
b. Heterotrophic nutrition & locomotion
c. Human digestive system
 anatomy
 digestion
 diseases
d. Concept of structure and function
 surface area of small intestine (use villi
model and string)
e. Interactive activities:
 caloric intake
 calories = homeostasis
Transport: 1 week
Systems: 3, 6
The Living
Environment: 8
Biología: 3
Text Book Chapters
Biology Living
Systems: 20
The Living
Environment: 8
Biología: 25
Text Book Chapters
Note: Reduce anatomy and function on function
a. Cell membrane / diffusion-osmosis / active
transport
b. Heart and blood vessels (structure &
function)
c. Interactive activities:

human: data on normal blood pressure / heartbeat
Biology Living
Systems: 21, 22
The Living
Environment: 9
Biología: 16, 26
Topic 8:
Respiration
&
Photosynth
esis
10/28 –
11/3
Topic 9:
Excretion
11/5 –
11/7
Topic 10:
Regulation
(Homeostas
is &
Negative
Feedback)
11/10 –
Respiration & Photosynthesis: 1 week
a. Aerobic & anaerobic respiration
C6H12O6 + 6 O2  6 H2O + 6 CO2 + ATP also
occurs in plants
(Note: Create a bond = capture energy &
Break a bond = energy released)
b. Contrast respiration to photosynthesis
Text Book Chapters
Biology Living
Systems: 6, 22
The Living
Environment: 6, 7
Note: Reduce anatomy
c. Respiratory system
 anatomy
 concept of structure and function –
increase surface area of lungs due to
air sacs; pressure differences
d. Interactive activity:
 normal breath intake = 12 breaths per
minute
 prove carbon dioxide release using
bromothymol blue demo
 measure carbon dioxide output using
NaOH and phenolphthalein experiment
 measure differences in carbon dioxide
output using a reduced version of the
exercise lab
Excretion: 3 days
Note: Emphasis on homeostasis & connect with
other units
a. Definition & homeostasis = negative
feedback
Homeostasis ex:
sweat a lot  urination decreases
ingestion of high salt content food
urination increases
(Note: Kidney homeostatic organ [blood
balance & water balance])
(Note: mention Pedialyte)
b. Human excretory system
 anatomy
 diseases
Regulation - Homeostasis & Negative Feedback:
1 ½ week
Biología: 27
Text Book Chapters
Biology Living
Systems: 22
The Living
Environment: 13
Biología: 27
Text Book Chapters
Note: Focus on negative feedback as
homeostatic mechanism. Show receptors used
in this process.
Biology Living
Systems: 24, 25
a. Nervous system and brain
b. Human endocrine system
 Some glands: pancreas (insulin),
The Living
Environment: 10, 11
Biología: 28, 29
11/26
Topic 11:
Diseases
(Homeostas
is &
Negative
Feedback)
12/1 –
12/10
pituitary, adrenal (fight flight), gonads,
thyroid (goiter)
Diseases – Homeostasis & Negative Feedback: 1
½ week
Note: Focus on negative feedback and deemphasize function of individual cells
a. Compare non-infectious to infectious
disease (HIV/AIDS)
b. Human immune system / three lines of
defense
 inflammatory response
 immune response
 T-cells
 vaccines
 active vs. passive immunity
Text Book Chapters
Biology Living
Systems: 23
The Living
Environment: 14
Biología: 13
REGENTS LIVING ENVIRONMENT
SPRING
TOPIC/UNIT
Topic 13:
Reproduction
Timing: 3-4 weeks
(February)
Core Curriculum
Standards:
4(4.1a-h)
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AIMS/OBJECTIVES
How is the human body adapted for reproduction?
How does asexual reproduction differ from sexual reproduction?
How does asexual reproduction occur in plants? Connect LAB
How does sexual reproduction take place in plants? Connect LAB
How do cells make copies of themselves?
How does the process of mitosis occur?
How does the process of meiosis occur?
How does mitosis differ from meiosis?
How is the human male adapted for reproduction?
How is the female adapted for reproduction?
How do hormones contribute to secondary sex characteristics?
LABS
Lab # 12
How does
sexual
reproduction
take place in a
flower?
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Topic 14:
Genetics
Timing: 3-4 weeks
(March)
Core Curriculum
Standards:
4 (2.1a-k, 2.2 a-e)
Topic 15:
Evolution
Timing: 3-4 weeks
(April)
Core Curriculum
Standards:
4 (3.1 a-l)
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How is the menstrual cycle an example of negative feedback?
How does internal fertilization differ from external fertilization?
How does internal development differ from external
development?
How do environmental factors affect fetal development?
How did Mendel’s research on pea plants give rise to the law of
dominance?
How did Mendel’s research on pea plants give rise to the law of
segregation?
How many of our traits are dominant and recessive? Connect Lab
How do Punnett squares help us understand the law of chance?
Connect Lab
How is the structure of DNA organized?
How does the double helix model explain replication?
How does DNA helicase and polymerase contribute to replication?
What happens if DNA polymerase makes an error?
How does DNA contribute to transcription?
How does RNA contribute to translation?
What happens if RNA polymerase makes an error?
How can mutations be good, bad, or neutral?
How are mutations related to sickle cell anemia?
How can protein differences and similarities contribute to relating
organisms? Connect Lab
How was Dolly cloned?
What are the advantages and disadvantages of cloning flocks?
How are plasmids used to in genetic engineering?
How do restriction enzymes help in biotechnology?
How can genetic engineering benefit agriculture?
How can genetic engineering to vaccines?
How is RFLP analysis used in identifying individuals?
How does stem cell therapy work?
What are other techniques that are involved in biotechnology?
How foods are genetically modified?
What evidence is out there for evolution? Stress earth’s age,
Stanley Miller, heterotroph hypothesis, etc.
How are prokaryotic cells different from eukaryotic cells?
What does comparative anatomy show?
What does comparative cytology show?
What does comparative biochemistry show?
How can mutations contribute to the theory of evolution?
How are humans similar and different from other primates?
Connect Lab
How did Darwin contribute to the theory of evolution? Stress
other scientists contributions as well
How are Darwin’s Finches related to the theory of evolution?
Connect Lab
What is the theory of Natural Selection all about?
How can geographic isolation lead to speciation?
How can reproductive isolation lead to speciation?
What is adaptive radiation?
What are the two different time frames for evolution? Stress
Punctuated Equilibrium versus Gradualism
What could’ve caused the mass extinction of Dinosaurs?
How has industrial melanism contributed to the theory of
Lab #13:
Which of
our human
traits are
dominant
and
recessive?
Lab #14:
How does
Mendel’s
Law of
Segregation
work?
Lab #15
What
biochemical
evidence
compares and
contrasts
organisms?
Lab #16
Biodiversity
STATE LAB
Lab #17
What fossil
evidence
compares and
contrasts
primates?
Lab #18
Darwin’s
Finches
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Topic 16:
Ecology
and
Regents Review
Timing: 3-5 weeks
(May/June)
Core Curriculum
Standards:
4 (1.1a-f, 6.1 a-g, 6.2a-b,
6.3a-c, 7.1a-c, 7.2a-c,
7.3a-b)
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evolution?
How has antibiotic resistance affected the medical world?
How has pesticide resistance affected agriculture?
What is the difference between microevolution and
macroevolution?
How does cladistics help us understand evolution?
What does an ecosystem entail?
What is the difference between abiotic and biotic factors?
What is the difference between a niche and a habitat?
What do food chains, webs and trophic levels display?
How do we connect energy pyramids to photosynthesis?
How do limiting factors affect an ecosystem?
How does carrying capacity affect an ecosystem?
How does the water cycle works?
How is the carbon-oxygen-hydrogen cycle connected to
photosynthesis and respiration?
 How does the nitrogen cycle affect agriculture?
 What does a climatogram work?
 What are the different symbiotic relationships in nature?
 What are the different biomes identified on Earth?
 How does succession work?
 What are some growth patterns seen in nature?
 How does acid rain affect our ecosystem?
 How is global warming going to affect our future?
Common Core Standards Objectives for this unit:
1. Determine the meaning of symbols, key terms, and other
domain specific words and phrases as they are used in specific or
technical context
2. Analyze the structure of the relationships among concepts in a
text
3. Translate quantitative or technical information expressed in
words in a text into visual form
4. Develop the topic with well chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the knowledge of the
topic
5. Conduct short as well as sustained research projects to answer a
question or solve a problem
STATE LAB
Lab # 19
How do we
classify
organisms
using a
dichotomous
key?