 |
|
|
|
|
|
|
|
|
|
| |
|
| |
Goal 3 |
|
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.
|
|
| |
|
|
| 60 Items |
Expectation
3.1 |
The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.
|
|
| |
|
|
|
| |
12 Items |
Indicator
3.1.1 |
|
The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems.
|
|
| |
|
5 Items |
| 4 |
4 |
4 |
| 12 |
12 |
12 |
| 41 |
41 |
41 |
| 60 |
60 |
60 |
| 63 |
63 |
63 |
| |
|
|
| |
|
Indicator
3.1.2 |
|
The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism.
|
|
| |
|
2 Items |
| 11 |
11 |
11 |
| 72 |
72 |
72 |
| |
|
|
| |
|
Indicator
3.1.3 |
|
The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms.
|
|
| |
|
5 Items |
| 15 |
15 |
15 |
| 43 |
43 |
43 |
| 57 |
57 |
57 |
| 59 |
59 |
59 |
| 67 |
67 |
67 |
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
| |
Expectation
3.2 |
The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.
|
|
| |
|
|
|
| |
13 Items |
Indicator
3.2.1 |
|
The student will explain processes and the function of related structures found in unicellular and multicellular organisms.
|
|
| |
|
11 Items |
| 1 |
1 |
1 |
| 2 |
2 |
2 |
| 5 |
5 |
5 |
| 7 |
7 |
7 |
| 9 |
9 |
9 |
| 14 |
14 |
14 |
| 42 |
42 |
42 |
| 55 |
55 |
55 |
| 56 |
56 |
56 |
| 68 |
68 |
68 |
| 71 |
71 |
71 |
| |
|
|
| |
|
Indicator
3.2.2 |
|
The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.
|
|
| |
|
2 Items |
| 27 |
27 |
27 |
| 35 |
35 |
35 |
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
| |
Expectation
3.3 |
The student will analyze how traits are inherited and passed on from one generation to another.
|
|
| |
|
|
|
| |
13 Items |
Indicator
3.3.1 |
|
The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring.
|
|
| |
|
1 Item |
| 75 |
75 |
75 |
| |
|
|
| |
|
Indicator
3.3.2 |
|
The student will illustrate and explain how expressed traits are passed from parent to offspring.
|
|
| |
|
5 Items |
| 24 |
24 |
24 |
| 25 |
25 |
25 |
| 26 |
26 |
26 |
| 61 |
61 |
61 |
| 74 |
74 |
74 |
| |
|
|
| |
|
Indicator
3.3.3 |
|
The student will explain how a genetic trait is determined by the code in a DNA molecule.
|
|
| |
|
3 Items |
| 30 |
30 |
30 |
| 32 |
32 |
32 |
| 47 |
47 |
47 |
| |
|
|
| |
|
Indicator
3.3.4 |
|
The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment.
|
|
| |
|
4 Items |
| 6 |
6 |
6 |
| 34 |
34 |
34 |
| 46 |
46 |
46 |
| 65 |
65 |
65 |
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
| |
Expectation
3.4 |
The student will explain the mechanism of evolutionary change.
|
|
| |
|
|
|
| |
9 Items |
Indicator
3.4.1 |
|
The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.
|
|
| |
|
4 Items |
| 19 |
19 |
19 |
| 20 |
20 |
20 |
| 22 |
22 |
22 |
| 70 |
70 |
70 |
| |
|
|
| |
|
Indicator
3.4.2 |
|
The student will estimate degrees of relatedness among organisms or species.
|
|
| |
|
5 Items |
| 8 |
8 |
8 |
| 18 |
18 |
18 |
| 28 |
28 |
28 |
| 54 |
54 |
54 |
| 58 |
58 |
58 |
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
| |
Expectation
3.5 |
The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.
|
|
| |
|
|
|
| |
13 Items |
Indicator
3.5.1 |
|
The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
|
|
| |
|
7 Items |
| 16 |
16 |
16 |
| 21 |
21 |
21 |
| 40 |
40 |
40 |
| 53 |
53 |
53 |
| 64 |
64 |
64 |
| 69 |
69 |
69 |
| 73 |
73 |
73 |
| |
|
|
| |
|
Indicator
3.5.2 |
|
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.
|
|
| |
|
4 Items |
| 33 |
33 |
33 |
| 39 |
39 |
39 |
| 44 |
44 |
44 |
| 48 |
48 |
48 |
| |
|
|
| |
|
Indicator
3.5.3 |
|
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
|
|
| |
|
1 Item |
| 76 |
76 |
76 |
| |
|
|
| |
|
Indicator
3.5.4 |
|
The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.
|
|
| |
|
1 Item |
| 17 |
17 |
17 |
| |
|
|
|
|
|
|
