Standard 1 Science As Inquiry:
As a result of their activities in grades 9-12, all students will develop the abilities necessary to do scientific inquiry and understandings about scientific inquiry.
Benchmark 1
Students will demonstrate the fundamental abilities necessary to do scientific inquiry.
Indicator 1
The students will develop a rich understanding and curiosity of the natural material) world through experience.
Indicator 2
The students will develop questions and identify concepts that guide scientific investigations.
Indicator 3
The students will design and conduct scientific investigations.
Indicator 4
The students will use technology and mathematics to improve investigations and communications.
Indicator 5
The students will formulate and revise scientific explanations and models using logic and evidence.
Indicator 6
The students will Recognize and analyze alternative explanations and models.
Indicator 7
The students will Communicate and defend a scientific argument.
As a result of their activities in grades 9-12, all students will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
Benchmark 1
Students will demonstrate an understanding of the structure and function of the cell.
Indicator 1
Students will understand that cells are composed of a variety of specialized structures that carry out specific functions.
Every cell is surrounded by a membrane that separates it from the outside environment and controls the flow of materials into and out of the cell. Proteins embedded in the membrane help to carry out specific life processes. In eukaryotes, similar membranes and their associated proteins help to compartmentalize and isolate the various chemical environments of the cell into organelles. Organelles are specialized to carry out specific life functions for the cell such as protein synthesis, protein processing and packaging, energy transformation, communication, etc.
Indicator 2
Students will understand that most cell functions involve specific chemical reactions.
Food molecules taken into cells provide the chemicals needed to synthesize other molecules. Enzymes catalyze both breakdown and synthesis in the cell. In eukaryotes these reactions take place in membrane-bound organelles.
Indicator 3
Students will understand that cells function and replicate as a result of information stored in DNA and RNA molecules.
Proteins and gene expression regulate cell functions. This regulation allows cells to respond to their environment and to control and coordinate cell division.
Indicator 4
Students will understand that some plant cells contain chloroplasts, which are the sites of photosynthesis.
The process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. The cell is the basic unit of function for living things.
Indicator 5
Students will understand that cells can differentiate, thereby enabling complex multicellular organisms to form.
In the development of most multicellular organisms, a fertilized cell forms an embryo that differentiates into an adult. Differentiation is regulated through expression of different genes and leads to the formation of specialized cells, tissues, and organs.
Benchmark 2
Students will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.
Indicator 1
The students will understand hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait.
Alleles, which are different forms of a gene, may be dominant, recessive, co-dominant, etc. The expression of traits is determined by a complex interaction of genes, developmental history, and the environment.
Indicator 2
The students will understand experiments have shown that all known living organisms contain DNA or RNA as their genetic material.
Frederick Griffith & AveryÆs work with bacteria demonstrated that DNA changed properties of cells. Beadle & TatumÆs work provided a mechanism for gene action and a link to modern molecular genetics. Hershey and ChaseÆs work demonstrated that viral DNA contained the genetic code for new virus production in bacterial cells.
Indicator 3
The students will understand DNA (or RNA) provides the instruction that specifies the characteristics of most organisms.
Nucleotides (adenine, thymine, guanine, cytosine and uracil) make up DNA and RNA molecules. Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. DNA is replicated by using a template process that usually results in identical copies. DNA is packaged in chromosomes during cell replication.
Indicator 4
The students will understand organisms usually have a characteristic numbers of chromosomes; one pair of these may determine the sex of individuals.
Most cells in humans contain 23 pairs of chromosomes; the 23rd pair contains the XX for female or XY for male.
Indicator 5
The students will understand gametes carry the genetic information to the next generation.
Gametes contain only one representative from each chromosome pair. Gametes unite to form a new individual in most organisms. Many possible combinations of genes explain features of heredity such as how traits can be hidden for several generations.
Indicator 6
The students will understand mutations occur in DNA at very low rates.
Some changes make no difference to the organism or to future generations. Phenotypic changes can be harmful; some mutations enable organisms to survive changes in their environment. Only mutations in the germ cells are passed on to offspring and therefore can bring about beneficial or harmful changes in future generations.
Benchmark 3
Students will understand the major concepts of the theory of biological evolution.
Indicator 1
The students will understand that the theory of evolution is both the history of descent, with modification of different lineages of organisms from common ancestors, and the ongoing adaptation of organisms to environmental challenges and changes (modified from Futuyma, et al., 1999).
Indicator 2
The students will understand that biologists use evolution theory to explain the earth's present day biodiversity-the number, variety and variability of organisms.
Patterns of diversification and extinction of organisms are documented in the fossil record. The fossil record provides evidence of simple, bacteria-like life as far back as 3.8+ billion years ago. Natural selection, and other processes, can cause populations to change from one generation to the next. A single population can separate into two or more independent populations. Over time, these populations can also become very different from each other. If the isolation continues, the genetic separation may become irreversible. This process is called speciation. Populations, and entire lineages, can go extinct. One effect of extinction is to increase the apparent differences between populations. As intermediate populations go extinct, the surviving lineages can become more distinct from one another.
Indicator 3
The students will understand that biologists recognize that the primary mechanisms of evolution are natural selection and genetic drift.
Natural selection includes the following concepts: 1) heritable variation exists in every species; 2) some heritable traits are more advantageous to reproduction and/or survival than are others; 3) there is a finite supply of resources required for life; not all progeny survive; 4) individuals with advantageous traits generally survive to reproduce; 5) the advantageous heritable traits increase in the population through time.
Indicator 4
The students will understand the sources and value of variation.
Variation of organisms within and among species increases the likelihood that some members will survive under changed environmental conditions. New heritable traits primarily result from new combinations of genes and secondarily from mutations or changes in the reproductive cells; changes in other cells of a sexual organism are not passed to the next generation.
Indicator 5
The students will understand that evolution is a broad, unifying theoretical framework in biology.
Evolution provides the context in which to ask research questions and yields valuable insights, especially in agriculture and medicine. The common ancestry of living things allows them to be classified into a hierarchy of groups; these classifications or family trees follow rules of nomenclature; scientific names have unique definitions and value. Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record that correlates with geochemical (e.g., radioisotope) dating results. The distribution of fossil and modern organisms is related to geological and ecological changes (i.e. plate tectonics, migration). *Understand: "Understand" does not mandate "belief." While students may be required to understand some concepts that researchers use to conduct research and solve practical problems, they may accept or reject the scientific concepts presented. This applies particularly where students' and/or parents' beliefs may be at odds with current scientific theories or concepts. See Teaching About Evolution and the Nature of Science, National Academy of Sciences, 1998, page 59.
Benchmark 4
Students should develop an understanding of matter, energy, and organization in living systems.
Indicator 1
The students will understand energy flows through ecosystems.
Organisms, ecosystems, and the biosphere possess thermodynamic characteristics that exhibit a high state of internal order. Radiant energy that enters the earth's surface is balanced by the energy that leaves the earth's surface. Transfer of energy through a series of organisms in an ecosystem is called the food chain; at each transfer as much as 90% of the potential energy is lost as heat.
Indicator 2
The students will understand organisms cooperate and compete in ecosystems.
The interrelationships and interdependence of organisms may generate stable ecosystems.
Indicator 3
The students will understand living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions among organisms.
The presence and success of an organism, or a group of organisms, depends upon a large number of environmental factors.
Indicator 4
The students will understand human beings live within and impact ecosystems.
Humans modify ecosystems as a result of population growth, technology, and consumption. Human modifications of habitats through direct harvesting, pollution, atmospheric changes, and other factors affect ecosystem stability.
Benchmark 5
Students will understand matter, energy, and organization in living systems.
Indicator 1
The students will develop an understanding that living systems require a continuous input of energy to maintain their chemical and physical organization.
All matter tends toward more disorganized states. With death and the cessation of energy intake, living systems rapidly disintegrate.
Indicator 2
The students will develop an understanding that the sun is the primary source of energy for life through the process of photosynthesis.
Plants capture energy by absorbing light and using it to form simple sugars. The energy in these sugar molecules can be used to assemble larger molecules with biological activity, including proteins, DNA, carbohydrates, and fats. These molecules serve as sources of energy for life processes.
Indicator 3
The students will develop an understanding that food molecules contain energy. This energy is made available by cellular respiration.
Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually use this energy to regenerate ATP, the molecule involved in cell metabolism.
Benchmark 6
Students will demonstrate an understanding of the behavior of animals.
Indicator 1
The students will understand that animals have behavioral responses to internal changes and to external stimuli.
Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes. These responses can be innate and/or learned. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change.
Indicator 2
The students will understand that, like other aspects of an organism's biology, behaviors have evolved through natural selection.
Behaviors are often adaptive when viewed in terms of survival and reproductive success. Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
Benchmark 7
Students will demonstrate an understanding of structure, function, and diversity of organisms.
Indicator 1
The student will understand the basic biology, diversity, ecology, and medical effects of microbiological agents, including prions, viruses, bacteria, and protists.
Viruses are particles that cause infections. They are composed of genomes encased in a protein shell. They can only reproduce in a host organism. Because of these properties vaccines are effective for viral infection but antibiotics are not. Bacteria are a very diverse group of organisms that account for much of this planet's biomass and cycling of materials. They are prokaryotes. Medically, several infectious diseases (e.g. strep throat, staph infections, cholera, syphilis, food poisoning, etc.) are caused by bacteria. Protists are unicellular eukaryotes whose ancestors gave rise to other major kingdoms; some are disease agents (e g. malaria, amoebic dysentery) and may require an animal vector Understanding of these basic groups underlies effective sanitation and hygiene.
Indicator 2
The students will understand the basic biology, diversity, ecology, and medical effects of fungi.
Fungi are vital decomposers and have special symbiotic relationships with plants Fungi are also important commercially and as the original source of antibiotics. Fungi can also cause disease (e.g. ringworm, athlete's foot, etc.).
Indicator 3
The students will understand the basic biology, diversity, ecology, and human relationships of plants.
Plant structures vary, and this variation is important in understanding the function of plants in farming, pharmaceutical products, etc. Photosynthesis is the basis for nearly all food chains and our food production.
Indicator 4
The students will understand the basic biology, diversity, anatomy, ecology and medical effects of major animal groups.
Animals vary; this variation is important in understanding the function of animals in farming, medical research, etc. Understanding the biology of animals underlies a scientific understanding of ecology.
Indicator 5
The students will understand that humans can be thought of as complex, soft machines that require many systems to operate properly.
Organ systems have specific structures and functions; they interact with each other. Infections, developmental problems, trauma, and aging result in specific diseases and disorders.
Indicator 6
The students will understand the structures and processes of development and reproduction.
Reproduction is essential to all ongoing life and is accomplished with wide variation in life cycles and anatomy. Understanding of basic mechanisms of reproduction and development, as well as changes of aging, is critical to leading a healthy life, parenting, and making societal decisions. Environmental factors e.g. radiation, chemicals) can cause inherited gene mutations that directly alter development or cellular repair mechanisms, leading to the development of various cancers. Changes to non-reproductive cell lines are not passed to the next generation.
Standard 3 Earth And Space Science:
As a result of their activities in grades 9-12, students will develop an understanding of energy in the earth system, geochemical cycles, the formation and organization of the earth system, and the organization and development of the universe.
Benchmark 1
Students will develop an understanding of the origin and evolution of the dynamic earth system.
Indicator 1
The students will understand the geologic scale and how it relates to the history of the earth.
Indicator 2
The students will understand rock sequences, fossils, and radioactive decay and how they are used to estimate the time rocks were formed.
Indicator 3
The students will understand the dramatic changes in the earth's atmosphere (i e., introduction of 02) which were effected by the emergences of life on earth.
Standard 4 Science In Personal And Environmental Perspectives:
As a result of their activities in grades 9-12, all students will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global settings.
Benchmark 1
Students should develop an understanding of the overall functioning of human systems and their interaction with the environment in order to understand specific mechanisms and processes related to health issues.
Indicator 1
The students will understand the severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the diseaseûproducing organism.
Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and are not communicable.
Benchmark 2
Students will demonstrate an understanding of population growth.
Indicator 1
The students will understand that populations can reach limits to growth.
Carrying capacity is the maximum number of organisms that can be sustained in a given environment. Natural resources limit the capacity of ecosystems to sustain populations.
Benchmark 3
Students should develop an understanding of the relationship between science, technology, and society.
Indicator 1
The students should understand that science and technology are essential components of modern society. Science and technology indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
Indicator 2
The students should understand basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various challenges related to science and technology.
Indicator 3
The students should understand that progress in science and technology can be affected by social issues and challenges.
Standard 5 History And Nature of Science:
As a result of activities in grades 9-12, all students will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.
Benchmark 1
Students will develop an understanding of the nature of scientific knowledge.
Indicator 1
The students will demonstrate an understanding of the nature of scientific knowledge.
Scientific knowledge is generally empirically based, logical, skeptical, and consistent with observable reality. Scientific knowledge is subject to experimental or observational confirmation. Scientific knowledge is built on past understanding and can be refined and augmented.
Benchmark 2
Students will understand science from the historical perspective.
Indicator 1
The students will demonstrate an understanding of the history of science.
Modern science has been a successful enterprise that contributes to dramatic improvements in the human condition. Science progresses by incremental advances of scientists or teams of scientists. Some advances that are fundamental and long-lasting include: Copernican revolution, Newtonian physics, relativity, geological time scale, plate tectonics, atomic theory, nuclear physics, biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, medical and health technology.
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