Science and Life Issues (SALI)

Unit A

Studying People Scientifically

In an introductory unit, students investigate the scientific study of humans. By focusing on themselves as subjects of investigation, students develop scientific approaches to problem solving. Student investigations address important ideas about the nature of science, the traditional scientific method, and experimental design. For example, students simulate the role of placebos in studies of medication for human use; at the end of the unit, they evaluate several proposed studies for the quality of their scientific design.

Unit B
Body Works

Students investigate concepts and issues related to sustaining personal health. A major goal of this unit is to provide a foundation for evidence-based decision-making about health issues such as the use of medication, nutrition and exercise, and heart disease. The unit focuses on the role of organ systems in providing nutrients and oxygen to the body and transporting and eliminating wastes (maintaining internal balance). Students investigate the heart and circulatory system in depth, with an emphasis on the relationship between structure and function.

Unit C
Micro-Life

By exploring how infectious diseases affect people, students study microbiology; cell size, structure, function, and permeability; and systems of classification. They learn how to use a microscope to gather data and they continue to build on their ability to conduct experiments. Through laboratory activities and simulations, students also explore the function of the immune system and the growth of antibiotic-resistant organisms. A research project on disease provides students with an opportunity to develop research skills.

Unit D
Our Genes, Our Selves

Students consider whether to be tested for a hereditary condition as they explore fundamental principles of Mendelian genetics. Laboratory activities and simulations allow students to examine the inheritance of traits through generations. Students investigate heredity among imaginary "critters," pea plants, and humans. Other activities focus on the difference between asexual and sexual reproduction, the process of cell division, and the role of nature and nurture in determining traits. Near the end of the unit, students model the use of DNA technologies to solve real-world problems.

Unit E
Ecology

What happens when a new species is introduced into an ecosystem? Students begin to consider this issue as they model ecological relationships within an ecosystem; simulate the effect of competition, predation, and other factors on population size; and investigate local ecosystems. Students culture and investigate blackworms (small aquatic worms) as they differentiate between observation and inference. Students have the opportunity to further develop their research skills by completing a research project on the problems of introduced species.

Unit F
Evolution

Students consider whether an extinct species should be brought back to life as they begin to explore evolution. Students examine fossils as they continue to distinguish between observation and inference. A role play presents the basic concept of evolution and the process of natural selection. Activities model the lines of evidence for evolution, natural selection, and the role of genetic mutations. Students evaluate the impact of humans on the extinction and evolution of species.

Unit G
Tools and Ideas

Students investigate the ways in which humans use tools and ideas to adapt to the external environment. They construct artificial heart valves, artificial bones, and a mechanical "arm." Students evaluate and revise their prototypes as they explore the design proces. The contributions of various individuals to the fields of science and technology are presented and discussed.