Standard 1: The Cell – Cells are the fundamental units of life, composed
of a variety of structures that perform functions necessary to maintain life.
The student will engage in investigations that integrate the process standards
and lead to the discovery of the following objectives:
1.1 Cells are the fundamental unit of life, comprised of a variety of structures
that perform functions necessary to maintain life.
1.2 Cells can differentiate and may develop into complex multi-cellular
organisms (i.e., cells, tissues, organs, organ systems, organisms).
Standard 6: The Behavior of Organisms - Organisms have behavioral responses
to internal changes and to external stimuli. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objective:
6.1 Specialized cells enable organisms to monitor what is going on in the world
around them (i.e., detect light, sound, specific chemicals, gravity, plant
tropism, sense organs, homeostasis).
Standard 5: Matter, Energy, and Organization in Living Systems – Living
systems require a continuous input of energy to maintain their chemical and
physical organizations. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objective: (This content continues into 2nd quarter.)
5.1 The complexity and organization of organisms accommodates the need for
obtaining, transforming, transporting, releasing, and eliminating the matter and
energy used to sustain the organism (osmosis, diffusion).
Process Standard 1: Observe and Measure - Observing is the first action taken
by the student to acquire new information about an organism or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The
student will accomplish these objectives to meet this process standard.
PS1.1 Identify quantitative and qualitative changes in cells, organisms,
populations, and ecosystems given conditions (i.e., temperature, mass, volume,
time, position, length, quantity) before, during and after an event.
PS1.2 Use appropriate tools (i.e., microscope, pipette, metric ruler, graduated
cylinder, thermometer, balances, stopwatches) when measuring cells.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
The student will accomplish these objectives to meet this process standard.
PS3.1 Evaluate the design of a biology laboratory investigation.
PS3.4 Identify a hypothesis for a given problem in biology investigations.
PS3.5 Recognize potential hazards and practice safety procedures in all biology
activities.
Process Standard 4: Interpret and Communicate - Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a biological
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a biological investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description (e.g., population studies, plant growth, and
heart rate).
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction. The student will accomplish
these objectives to meet this process standard.
PS5.1 Interpret a biological model, which explains a given set of observations.
PS5.3 Compare a given model to the living world. (i.e. cells as a city model).
Process Skill 6: Inquiry - Inquiry can be defined as the skills necessary to
carry out the process of scientific or systemic thinking. In order for inquiry
to occur, the student must have the opportunity to ask a question, formulate a
procedure, and observe phenomena. The student will accomplish these objectives
to meet this process standard.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the living world.
PS6.2 Design and conduct biological investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, microscopes, measuring
instruments, and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Standard 5: Matter, Energy, and Organization in Living Systems – Living
systems require a continuous input of energy to maintain their chemical and
physical organizations. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objective:
5.1(Cont’d. from 1st quarter) The complexity and organization of organisms
accommodates the need for obtaining, transforming, transporting, releasing, and
eliminating the matter and energy used to sustain the organism (photosynthesis
and cellular respiration).
Standard 2: The Molecular Basis of Heredity – DNA determines the
characteristics of organisms. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objectives:
2.1 Cells function according to the information contained in the master code of
DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA). Transfer RNA and protein
synthesis will be taught in life science courses with rigor greater than Biology
1 (i.e., mitosis, meiosis).
2.2 A sorting and recombination of genes in reproduction results in a great
variety of possible gene combinations from the offspring of any two parents
(i.e., Punnett squares and pedigrees). The student will understand the following
concepts in a single trait cross: alleles, dominant trait, recessive trait,
phenotype, genotype, homozygous, and heterozygous.
Process Standard 1: Observe and Measure - Observing is the first action taken
by the student to acquire new information about an organism or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The
student will accomplish these objectives to meet this process standard.
PS1.1 Identify quantitative and qualitative changes in cells, organisms,
populations, and ecosystems given conditions (i.e., temperature, mass, volume,
time, position, length, quantity) before, during and after an event.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
The student will accomplish these objectives to meet this process standard.
PS3.3 Identify a hypothesis for a given problem in biology investigations
PS3.4 Recognize potential hazards and practice safety procedures in all biology
activities. Identify the independent variables, dependent variables, and
controls in an experiment.
Process Standard 4: Interpret and Communicate - Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a biological
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a biological investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description (i.e., population studies, plant growth, and
heart rate).
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction. The student will accomplish
these objectives to meet this process standard.
PS5.1 Interpret a biological model, which explains a given set of observations.
PS5.3 Compare a given model to the living world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the living world.
PS6.2 Design and conduct biological investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, microscopes, measuring
instruments, and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigations) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Standard 4: The Interdependence of Organisms - Interrelationships and
interactions between and among organisms in an environment is the
interdependence of organisms. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objectives:
4.1 Matter on the earth cycles among the living and nonliving components of the
Biosphere (i.e., biotic and abiotic factors).
4.2 Organisms both cooperate and compete in ecosystems (i.e., parasitism and
symbiosis).
4.3 Living organisms have the capacity to produce populations of infinite size,
but environments and resources limit population size (i.e., carrying capacity
and limiting factors).
Standard 5: Matter, Energy, and Organization in Living Systems – Living
systems require a continuous input of energy to maintain their chemical and
physical organizations. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objective:
5.2 As matter and energy flow through different levels of organization of living
systems and between living systems and the physical environment, chemical
elements are recombined in different ways by different structures. Matter and
energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen
cycle, food webs, and energy pyramids, biomass).
Process Standard 1: Observe and Measure - Observing is the first action taken
by the student to acquire new information about an organism or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The
student will accomplish these objectives to meet this process standard.
PS1.1 Identify quantitative and qualitative changes in cells, organisms,
populations, and ecosystems given conditions (i.e., temperature, mass, volume,
time, position, length, quantity) before, during and after an event.
PS1.2 Use appropriate tools (i.e., microscope, pipette, metric ruler, graduated
cylinder, thermometer, balances, stopwatches) when measuring cells.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.
Process Standard 2: Classify - Classifying establishes order. Organisms and
events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1 Using observable properties, place cells, organisms, and/or events into a
biological classification system.
PS2.2 Identify the properties by which a biological classification system is
based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
The student will accomplish these objectives to meet this process standard.
PS3.1 Evaluate the design of a biology laboratory investigation.
PS3.3 Identify a hypothesis for a given problem in biology investigations.
PS3.4 Recognize potential hazards and practice safety procedures in all biology
activities. Identify the independent variables, dependent variables, and
controls in an experiment.
Process Standard 4: Interpret and Communicate - Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a biological
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a biological investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description (i.e., population studies, plant growth, and
heart rate).
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction. The student will accomplish
these objectives to meet this process standard.
PS5.1 Interpret a biological model, which explains a given set of observations.
PS5.3 Compare a given model to the living world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the living world.
PS6.2 Design and conduct biological investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, microscopes, measuring
instruments, and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Standard 3: Biological Diversity - Diversity of species is developed through
gradual processes over many generations. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objectives:
3.1 Different species might look dissimilar, but the unity among organisms
becomes apparent from an analysis of internal structures, the similarity of
their chemical processes, and the evidence of common ancestry (i.e., homologous
and analogous structures).
3.2 Species acquire many of their unique characteristics through biological
adaptation, which involves the selection of naturally occurring variations in
populations. Biological adaptations include changes in structures, behaviors,
or physiology, which may enhance or limit the survival and reproductive success
in a particular environment.
Standard 6: The Behavior of Organisms - Organisms have behavioral responses
to internal changes and to external stimuli. The student will engage in
investigations that integrate the process standards and lead to the discovery of
the following objectives:
6.2 Responses to external stimuli can result from interactions with the
organism’s own species and others, as well as environmental changes; these
responses either can be innate or learned. Broad patterns of behavior exhibited
by animals have changed over time to ensure reproductive success.
Process Standard 1: Observe and Measure - Observing is the first action taken
by the learner to acquire new information about an organism or event.
Opportunities for observation are developed through the use of a variety of
scientific tools. Measurement allows observations to be quantified. The
student will accomplish these objectives to meet this process standard.
PS1.1 Identify quantitative and qualitative changes in cells, organisms,
populations, and ecosystems given conditions (i.e., temperature, mass, volume,
time, position, length, quantity) before, during and after an event.
PS1.2 Use appropriate tools (i.e., microscope, pipette, metric ruler, graduated
cylinder, thermometer, balances, stopwatches) when measuring cells.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.
Process Standard 2: Classify - Classifying establishes order. Organisms and
events are classified based on similarities, differences, and
interrelationships. The student will accomplish these objectives to meet this
process standard.
PS2.1 Using observable properties, place cells, organisms, and/or events into a
biological classification system.
PS2.2 Identify the properties by which a biological classification system is
based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
The student will accomplish these objectives to meet this process standard.
PS3.1 Evaluate the design of a biology laboratory investigation.
PS3.3 Identify a hypothesis for a given problem in biology investigations.
PS3.4 Recognize potential hazards and practice safety procedures in all biology
activities. Identify the independent variables, dependent variables, and
controls in an experiment.
Process Standard 4: Interpret and Communicate - Interpreting is the process
of recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
The student will accomplish these objectives to meet this process standard.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a biological
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a biological investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description (i.e., population studies, plant growth, and
heart rate).
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction. The student will accomplish
these objectives to meet this process standard.
P5.1 Interpret a biological model, which explains a given set of observations.
P5.3 Compare a given model to the living world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary
to carry out the process of scientific or systemic thinking. In order for
inquiry to occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will accomplish these
objectives to meet this process standard.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the living world.
PS6.2 Design and conduct biological investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, microscopes, measuring
instruments, and computers to collect, analyze, and display data.