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SC.S.B.1
Nature of Science
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Students will
- demonstrate an understanding of history and nature of
science as a human endeavor encompassing the contributions of diverse
cultures and scientists.
- demonstrate the ability to use the inquiry
process to solve problems.
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SC.PD.B.1
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Distinguished
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Above
Mastery
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Mastery
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Partial
Mastery
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Novice
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Biology students at the
distinguished level analyze the importance of scientific innovation and
relate these innovations to the utilization of scientific methodology,
variability in experimental results to advances in societal, cultural and
economic issues; design, conduct, communicate, evaluate and revise
experiments utilizing safe procedures and appropriate technology; draw
conclusions from multiple data sources and interpretation of models.
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Biology students at the above
mastery level analyze the importance of scientific innovation and recognize
the role of these innovations in advancing societal, cultural and economic
issues; use scientific methodology to design, conduct, communicate and
revise experiments utilizing safe procedures and appropriate technology;
draw conclusions from multiple data sources and models.
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Biology students at the mastery
level examine the importance of scientific innovation and recognize the
role of these innovations in advancing societal, cultural and economic
issues; use scientific methodology to conduct, communicate and revise
experiments utilizing safe procedures and appropriate technology; draw
conclusions from data sources and models.
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Biology students at the below
mastery level describe the importance of scientific innovation and
recognize the role of these innovations in advancing societal, cultural or
economic issues; use scientific methodology to conduct and communicate
experiments utilizing safe procedures and appropriate technology; select an
appropriate conclusion from a list of possible conclusions drawn from
experimental data.
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Biology students at the novice
level identify the importance of scientific innovation and associate these
innovations with advances in societal, cultural or economic issues; conduct
experiments utilizing safe procedures and appropriate technology;
differentiate between observations and conclusions.
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Number
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Objective
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SC.O.B.1.1
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formulate scientific
explanations based on historical observations and experimental evidence,
accounting for variability in experimental results.
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SC.O.B.1.2
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demonstrate how a testable
methodology is employed to seek solutions for personal and societal issues
(e.g., “scientific method”).
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SC.O.B.1.3
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relate societal, cultural and
economic issues to key scientific innovations.
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SC.O.B.1.4
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conduct and/or design
investigations that incorporate the skills and attitudes and/or values of
scientific inquiry (e.g., established research protocol, accurate record
keeping, replication of results and peer review, objectivity, openness,
skepticism, fairness, or creativity and logic.).
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SC.O.B.1.5
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implement safe procedures and
practices when manipulating equipment, materials, organisms, and models.
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SC.O.B.1.6
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use appropriate technology
solutions within a problem solving setting to measure and collect data;
interpret data; analyze and/or report data; interact with simulations;
conduct research; and present and communicate conclusions.
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SC.O.B.1.7
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design, conduct, evaluate and
revise experiments (e.g., compose a question to be investigated, design a
controlled investigation that produces numeric data, evaluate the data in
the context of scientific laws and principles, construct a conclusion based
on findings, propose revisions to investigations based on manipulation of variables
and/or analysis of error, or communicate and defend the results and
conclusions).
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SC.O.B.1.8
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draw conclusions from a variety
of data sources to analyze and interpret systems and models (e.g., use
graphs and equations to measure and apply variables such as rate and scale,
evaluate changes in trends and cycles, or predict the influence of
external variances such as potential sources of error, or interpret maps).
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SC.S.B.2
Content of Science
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Students will
- demonstrate knowledge, understanding and applications
of scientific facts, concepts, principles, theories, and models as
delineated in the objectives; demonstrate an understanding of the
interrelationships among physics, chemistry, biology and the earth and
space sciences.
- apply knowledge, understanding and skills of
science subject matter/concepts to daily life experiences.
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SC.PD.B.2
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Distinguished
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Above
Mastery
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Mastery
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Partial
Mastery
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Novice
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Biology students at the
distinguished level will correlate size, shape and functional group to
unique properties of organic compounds and molecules to biochemical
pathways; research and present endosymbiosis as possible evolution of more
complex organization of eukaryotic cell from simpler prokaryotic cells;
research extracellular components and connections between cells; research
the possible evolutionary connections of cell types and the chemical
pathways in cell differentiation; analyze energy flow of cellular processes
and their effect on environments in a way that could influence the
evolution of populations; research physiological changes in animals during
dormancy or hibernation necessary to maintain homeostasis; evaluate the
advantages and disadvantages of both sexual and asexual reproduction; apply
genetics to modern agricultural practices to increase production or quality
of products; interpret research leading to the current knowledge of
molecular genetics; present scientist’s experimental validation of role
tRNA, mRNA, and rRNA have in the process of protein synthesis; compare and
contrast the use of various genetic engineering technologies as potential
solutions to real world problems; compare and contrast gradualism and
punctuated equilibrium models; research and present information about the
social changes resulting from the publication of Darwin’s Theory; evaluate
and present recent research that supports molecular relationships between
species; compare and contrast viruses to living organisms; compare and
contrast the structures and functions of one organism to structures with
similar functions of other organisms; access the role of negative and
positive feedback in controlling the rates of life processes; explain how
Hardy Weinberg conditions stabilize the genetic composition of population;
design an experiment to determine the effects of decomposition rates on
nutrient recycling; use mathematical calculations to explain why food
chains usually do not exceed three or four levels; determine factors that
influence coevolution; explain why small or isolated populations are more
vulnerable to extinction than large populations.
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Biology students at the above
mastery level will correlate the properties of biological molecules to
their function in biochemical pathways; relate the structural similarities
of organelles to their function and interactions in eukaryotic cells;
analyze the chemistry and fluid mosaic model of the cell membrane and
correlate the forces necessary for the import and export of molecules;
analyze the parts of different types of cells as they contribute to the
function of the cell; analyze the interrelationships of different systems
and how they affect the energy flow to entropy; analyze the mechanisms that
organisms use to control the rate of cell division; explain crossing over
and how it contributes to the production of unique cells; predict
phenotypic ratios by applying Mendel’s Laws of Genetics; evaluate the
contributions of Franklin and Wilkins in the discovery of the double helix
structure of DNA; research how scientists experimentally determined the
role of tRNA, mRNA, and rRNA as agents in peptide formation; present
arguments regarding the potential use and abuse of specific genetic
engineering technologies; compare the theory of natural selection to prior
evolutionary models; evaluate the influence of the historical social
context on the development of evolutionary theory; draw cladograms to show
evolutionary relationships between species; compare lytic and lysogenic
cycles of viruses; compare the anatomy of related species to demonstrate
the similarities of their structures and functions; describe important
mechanisms that are used as an organism maintains homeostasis; evaluate how
species’ adaptations are driven by the changing environmental factors in an
ecosystem; explain how major biogeochemical processes move nutrients
between biotic and abiotic parts of the ecosystem; explain why a given area
of land can support more herbivores then carnivores; determine how changing
environmental factors disrupt the interrelationships of organisms within
ecosystems; predict future population increases or decreases based on
current demographic information and GIS data.
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Biology students at the mastery
level will correlate the properties of biological molecules to their
function in biochemical pathways; relate the structure of cellular
organelles to their functions and interactions in eukaryotic cells; analyze
the chemistry and fluid mosaic model of the cell membrane necessary for
life; compare and contrast cell types by structures and functions; analyze
the flow of energy through cellular processes such as photosynthesis,
cellular respiration and fermentation; outline mechanisms of homeostasis in
living systems; analyze meiosis and the cell cycle and relate the processes
to the number of chromosomes and production of gametes and somatic cells;
predict phenotypic ratios by applying Mendel’s Laws of Genetics; explore
the discovery of DNA and examine the molecular structure of the double
helix; distinguish the structure and function of messenger, tRNA and rRNA
in the processes of transcription and translation; research and debate the
application of DNA technology in the context of social, political and
ethical issues; evaluate the evidence for natural selection; evaluate the
influence of the historical social context on the development of
evolutionary theory; compare classification systems; interpret the
placement of viruses in the current classification systems; incorporate the
structure and function of individual body systems to the overall
functioning of the organism; assess responses of organisms to internal and
environmental stimuli; evaluate environmental factors that affect
succession, populations and communities; propose ecosystem models that
incorporate interactions of environmental variables; diagram changes in
energy as it flows through an ecosystem to illustrate conservation of
energy; characterize interrelationships of organisms within an ecosystem;
analyze graphs, GIS data and traditional maps reflecting changes in
population to predict limiting factors in ecosystems.
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Biology students at the partial
mastery level will classify biological molecules; match function of
organelles with list of organelles; perform diffusion or osmosis labs and
draw diagram showing the movement of molecules in these processes; identify
cell types of their structures; diagram flow charts to demonstrate flow of
energy through cellular processes; correlate negative feedback as
integration of different organ systems; compare the end products of meiosis
and the cell cycle; predict phenotypic ratios by applying Mendel’s Laws of
Genetics and determine the phenotypes of the offspring of dihybrid across
for complete dominance, and codominance using a Punnett square; describe
the molecular structure of DNA; mastery-correlate the relationship between
mRNA and tRNA in the process of protein synthesis; research the application
of DNA technology in the context of social, political and ethical issues;
compare artificial selection and natural selection; cite examples of how
social climate influenced the development of ideas about evolution; compare
relationships between kingdoms and domains; describe the basic structures
and functions of a virus; describe the functions of structures of the major
body systems in an organism; explain the importance of homeostasis; list
environmental factors that affect succession, populations, and communities;
describe the interdependency of biotic factors in an ecosystem; contrast a
food chain to a food web; compare and contrast interrelationships of
organisms within an ecosystem; calculate the growth rate for a population
as it is represented on a graph.
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Biology students at the novice
level will define biological molecules; draw a model of a cell and label
organelles; describe the chemistry and structure of the cell membrane;
define prokaryotes and eukaryotes; define photosynthesis cellular,
respiration, and fermentation; give examples of how an animal can control
internal and external environmental changes; relate meiosis to the
production of egg and sperm relate the cell cycle to the production of body
cells; determine the phenotypes of the offspring of monohybrid cross for
complete dominance, incomplete dominance, and codominance using a Punnett
square; model the double helix structure of DNA; define translation,
transcription, mRNA, tRNA, and rRNA; list DNA technologies that may have
social and ethical implications; define natural selection; list some
evolutionary theories; define morphology and name domains and kingdoms;
define morphology and name domains and kingdoms; list diseases caused by
viruses; identify the structures of the major body systems in an organism;
define homeostasis; define succession, population and describe kinds of
communities; list biotic and abiotic factors in a given ecosystem; define
producers and consumers; distinguish between the interrelationship of
organisms within an ecosystem; identify limiting factors in an environment.
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Number
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Objective
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SC.O.B.2.1
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correlate the properties of
biological molecules to their function in biochemical pathways.
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SC.O.B.2.2
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relate the structure of cellular
organelles to their functions and interactions in eukaryotic cells.
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SC.O.B.2.3
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analyze the chemistry and fluid
mosaic model of the cell membrane as it relates to import and export of
molecules necessary for life including osmosis, diffusion, active and
passive transport and dialysis.
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SC.O.B.2.4
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compare and contrast cell types
(e.g., prokaryotic/eukaryotic, plant/animal, nerve/muscle,
archaea/bacteria).
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SC.O.B.2.5
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analyze the flow of energy
through cellular processes such as photosynthesis, cellular respiration and
fermentation.
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SC.O.B.2.6
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outline mechanisms of
homeostasis in living systems (negative and positive feedback).
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SC.O.B.2.7
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analyze meiosis and the cell
cycle and relate the processes to the number of chromosomes and production
of gametes and somatic cells.
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SC.O.B.2.8
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predict phenotypic ratios by
applying Mendel’s Laws of Genetics (e.g., complete and incomplete
dominance, codominance, sex-linked, crossing over).
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SC.O.B.2.9
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explore the discovery of DNA and
examine the molecular structure of the double helix.
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SC.O.B.2.10
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distinguish the structure and
function of messenger, transfer and ribosomal RNA in the process of
transcription and translation.
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SC.O.B.2.11
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research and debate the
application of DNA technology in the context of social, ethical and
political issues.
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SC.O.B.2.12
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evaluate the evidence for
natural selection including speciation, fossil record evidence, molecular
similarities and homologous structures.
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SC.O.B.2.13
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evaluate the influence of the
historical social context on the development of evolutionary theory.
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SC.O.B.2.14
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compare morphological, cladistic
and other classification systems including domains, kingdoms and other
taxa.
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SC.O.B.2.15
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interpret the placement of
viruses in the current classification systems.
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SC.O.B.2.16
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incorporate the structure and
function of individual body systems to the overall functioning of the
organism.
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SC.O.B.2.17
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assess responses of organisms to
internal and environmental stimuli.
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SC.O.B.2.18
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evaluate environmental factors
that affect succession, populations and communities.
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SC.O.B.2.19
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propose ecosystem models that
incorporate interactions of biotic and abiotic environmental variables
(e.g., biogeochemical cycles).
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SC.O.B.2.20
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diagram changes in energy as it
flows through an ecosystem to illustrate conservation of energy (e.g.,
energy pyramid, food web, food chain).
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SC.O.B.2.21
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characterize interrelationships
of organisms within an ecosystem (e.g., symbiosis, competition, predation,
mutualism, parasitism, commensalism).
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SC.O.B.2.22
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analyze graphs, GIS data and
traditional maps reflecting changes in population to predict limiting
factors in ecosystems as they determine carrying capacity.
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SC.S.B.3
Application of Science
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Students will
- demonstrate the ability to use inquiry process to
explore systems, models and changes.
- demonstrate an understanding of the interdependence
between science and technology.
- demonstrate an understanding of the utilization of
technology to gather data and communicate designs, results and
conclusions.
- demonstrate the ability to evaluate personal and
societal benefits, the impact of different points of view, predict the
long-term societal impact and an understanding of public policy
decisions as related to health, population, resource and environmental
issues.
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SC.PD.B.3
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Distinguished
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Above
Mastery
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Mastery
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Partial
Mastery
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Novice
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Biology students at the
distinguished level construct, test and analyze complex systems, models,
and changes across science disciplines; use a technology solution and
analyze the science used in the technology; evaluate how a scientific
discovery impacts public policy decisions regarding health, population
resources and environmental issues.
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Biology students at the above
mastery level construct, test and analyze data to explore systems, models,
and changes across science disciplines; analyze technological innovations
and identify the science that makes them possible; evaluate the personal
and societal benefits of a scientific discovery; assess the impacts of a
public policy decision regarding health, population resources or
environmental issues.
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Biology students at the mastery
level test, record and analyze data to explore systems, models, and
changes; analyze a technological innovation and identify the science that
makes it possible; assess positive outcomes and unintended consequences of
a scientific discovery; explain the impacts of a public policy decision
regarding health, population resources or environmental issues.
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Biology students at the below
mastery level test and record data to explore systems, models, and changes;
explain a technological innovation and identify the science that makes it
possible; identify positive outcomes and unintended consequences of a
scientific discovery; identify the impacts of public policy decision
regarding health, population resources or environmental issues.
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Biology at the novice level test
and record data to explore systems, models or changes; identify a
technological innovation and the science that makes it possible; identify
positive outcomes or unintended consequences of a scientific discovery;
identify the impact of a public policy decision regarding health,
population resources or environmental issues.
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Number
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Objective
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SC.O.B.3.1
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synthesize concepts across
various science disciplines to better understand the natural world (e.g.,
form and function, systems, and change over time.
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SC.O.B.3.2
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investigate, compare and design
scientific and technological solutions to address personal and societal
problems.
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SC.O.B.3.3
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communicate experimental
designs, results and conclusions using advanced technology tools.
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SC.O.B.3.4
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collaborate to present research
on current environmental and technological issues to predict possible
solutions.
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SC.O.B.3.5
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explore occupational
opportunities in science, engineering and technology and evaluate the required
academic preparation.
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SC.O.B.3.6
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given current
science-technology-societal issues, construct and defend potential
solutions.
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