Biology+PASS+Skills


 * ** Biology I ** ||


 * ||  || ** A - Science Processes and Inquiry ** ||

See Unit 1
 * ||  || __ Standard 1 __: **__Observe and Measure__** - ||
 * ||  || 1.1 **- Identify qualitative and quantitative changes** in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity) before, during, and after an event. ||


 * ||  || 1. 2 - **Use appropriate tools** (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balances, stopwatches) when measuring cells, organisms, populations, and ecosystems. ||


 * ||  || 1.3 - **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. ||


 * ||  || **__ 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. ||


 * ||  || Objective 1 - **Using observable properties**, place cells, organisms, and/or events into a biological classification system. ||


 * ||  || Objective 2 - **Identify the properties** by which a biological classification system is based. ||


 * ||  || **__ 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. ||


 * ||  || Objective 1 - **Evaluate the design** of a biology laboratory investigation. ||


 * ||  || Objective 2 **- Identify the independent variables, dependent variables, and controls** in an experiment. ||


 * ||  || Objective 3 - **Use mathematics** to show relationships within a given set of observations (e.g., population studies, biomass, probability). ||


 * ||  || Objective 4 **- Identify a hypothesis** for a given problem in biology investigations. ||


 * ||  || Objective 5 - **Recognize potential hazards** and practice safety procedures in all biology activities. ||


 * ||  || **__ 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. ||


 * ||  || Objective 1 - **Select appropriate predictions** based on previously observed patterns of evidence. ||


 * ||  || Objective 2 - **Report data** in an appropriate manner. ||


 * ||  || Objective 3 **- Interpret data** tables, line, bar, trend, and/or circle graphs. ||


 * ||  || Objective 4 - **Accept or reject hypotheses** when given results of a biological investigation. ||


 * ||  || Objective 5 - Evaluate experimental data to **draw the most logical conclusion**. ||


 * ||  || Objective 6 - **Prepare a written report** describing the sequence, results, and interpretation of a biological investigation or event. ||


 * ||  || Objective 7 - **Communicate or defend scientific thinking** that results in conclusions. ||


 * ||  || Objective 8 - **Identify and/or create an appropriate graph or chart from collected data**, tables, or written description (e.g., population studies, plant growth, heart rate). ||


 * ||  || **__ 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. ||


 * ||  || Objective 1 - **Interpret a biological model** which explains a given set of observations. ||


 * ||  || Objective 2 - **Select predictions based on models** such as pedigrees, life cycles, energy pyramids. ||

Objective 3- **Compare** a given model to the living world.


 * ||  || **__ 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. ||


 * ||  || Objective 1 **- Formulate a testable hypothesis and design an appropriate experiment** relating to the living world. ||


 * ||  || Objective 2 **- Design and conduct biological investigations** in which **variables are** **identified and controlled**. ||


 * ||  || Objective 3 - **Use a variety of technologies**, such as hand tools, microscopes, measuring instruments, and computers to collect, analyze, and display data. ||


 * ||  || Objective 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. ||


 * ||  || ** B - Content ** ||


 * ||  || **__ Standard 1 __**: **__The Cell__** - Cells are the fundamental unit of life, comprised 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 - Cell Structure and Function ||


 * ||  || 1. 2 - Differentiation of Cells

1. 3- Specialized Cells ||


 * ||  || **__ 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 I. ||


 * ||  || 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). Students will understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous. ||


 * ||  || **__ 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 - Variation among organisms ||


 * ||  || 3.2 - Natural Selection and Biological Adaptations

3.3 Behavior Patterns can be used to ensure reproductive success. ||


 * ||  || **__ 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- Organisms both cooperate and compete in ecosystems ( i.e. parasitism and symbiosis). ||


 * ||  || 4. 2 - Population dynamics ||




 * ||  || **__ 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 objectives: ||


 * ||  || 5. 1 - The complexity and organization used for survival. ||


 * ||  || 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). ||


 * ||  || 5. 3- Earth Cycles Including Abiotic and Biotic Factors ||