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Human population growth, globalization, and industrialization are having profound impacts on the long term health and stability of ecosystems, permanently altering the products of billions of years of evolutionary history on planet Earth. In this unit, students create plans to address the population decline of endangered species, gaining a greater understanding of how humans have altered ecosystems and what actions may be taken (including the use of biotechnology) to preserve biodiversity. Students create models and utilize simulations to gain a deeper understanding of large scale geological and biological processes.

The incidence of disease at different point in history, and in different communities, is affected by lifestyle, access to healthy infrastructure, emerging pathogens, and new treatments. In this unit students will explore both the disappearance of certain diseases thanks to antibiotics and vaccines (strep and polio for example), and the emergence or growth of other diseases (such as asthma and diabetes). As a part of this unit, students may review cellular processes such as cell division. Accessing data from maps, graphs, and other non-print texts and using that data to draw conclusions and ask further questions is a key component to this unit.

Energy flows and matter cycles among organisms, and between organisms and their environment, creating dynamic interconnected systems. In this unit, students learn about the biotic and abiotic factors in a river ecosystem, using the Hudson River as a case study. They then investigate the impact of an invasive species (zebra mussels) on this ecosystem, using teaching case materials created by scientists at the American Museum of Natural History.

Humans are complex organisms that maintain a narrow set of internal conditions through a system of feedback and communication mechanisms between multiple organ systems. In this unit, students will explore how body systems interact to effectively monitor and respond to both internal and external environmental changes. Students complete both Making Connections (a New York State required lab) and a human thermoregulation laboratory, both of which focus on skills of experimental design.

Pest treatment and eradication is a complex topic in urban ecosystem studies that draws on most (if not all!) of the topics students have covered in Living Environment: human body systems, pesticide resistance, ecosystem components and dynamics, and genetics. In this unit, students study an urban pest--lice, roaches, bed bugs, or mosquitoes, and develop a plan for getting rid of this pest. In the context of doing this work, students may revisit the Living Environment content that they most need to review in the weeks leading up to the exam. They will create an argument for a specific pest management strategy, taking into account science concepts from all of Living Environment that are relevant to their plan.

Reproduction and development are necessary for the continuation of any species, and as such all species have unique but related strategies for reproduction. In this unit, students learn about continuity and diversity of life in a variety organisms, including humans, and use their findings to discern evolutionary relationships. Exploring print texts, visuals, and hands-on experiences, students compare the mechanisms through which different living things reproduce, with a focus on comparisons to human reproduction.

DNA, as students learned earlier in the year, is found in all living things, and has a common role in heredity. In this unit, students investigate genetic processes including protein synthesis, inheritance, and gene expression. They then learn about modifications of these processes through the lens of genetic engineering, biotechnology, and natural selection. Students will investigate these concepts through background readings, interactive simulations, and hands-on experience with biotechnology labs including analyzing DNA samples using gel electrophoresis.