Scientific Processes. The student,
for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate,
and ethical practices. The student is expected to (BIO1):
Scientific Processes. The student uses scientific
methods during field and laboratory investigations. The
student is expected to (BIO2):
Scientific Processes. The student uses critical thinking
and scientific problem solving to make informed decisions.
The student is expected to (BIO3):
Science Concepts . The student knows that cells are
the basic structures of all living things and have specialized
parts that perform specific functions, and that viruses
are different from cells and have different properties and
functions. The student is expected to (BIO4):
identify the parts of prokaryotic and eukaryotic cells
(BIO4.A)
investigate and identify cellular processes including
homeostasis, permeability, energy production, transportation
of molecules, disposal of wastes, function of cellular
parts, and synthesis of new molecules (BIO4.B)
compare the structures and functions of viruses to cells
and describe the role of viruses in causing diseases and
conditions such as acquired immune deficiency syndrome,
common colds, smallpox, influenza, and warts (BIO4.C)
identify and describe the role of bacteria in maintaining
health such as in digestion and in causing diseases such
as in streptococcus infections and diphtheria (BIO4.D)
Science Concepts. The student knows how an organism
grows and how specialized cells, tissues, and organs develop.
The student is expected to (BIO5):
Science Concepts. The student knows the structures
and functions of nucleic acids in the mechanisms of genetics.
The student is expected to (BIO6):
Science Concepts. The student knows the theory
of biological evolution. The student is expected to (7):
Science Concepts. The student knows applications
of taxonomy and can identify its limitations. The student
is expected to: (BIO8):
Science Concepts. The student knows metabolic
processes and energy transfers that occur in living organisms.
The student is expected to (BIO9):
Science Concepts. The student knows that, at all
levels of nature, living systems are found within other
living systems, each with its own boundary and limits.
The student is expected to (BIO10):
interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory,
and immune (BIO10.A)
compare the interrelationships of organ systems to each
other and to the body as a whole (BIO10.B)
analyze and identify characteristics of plant systems
and subsystems (BIO10.C)
Science Concepts. The student knows that organisms
maintain homeostasis. The student is expected to (BIO11):
Science Concepts. The student knows that interdependence
and interactions occur within an ecosystem. The student
is expected to (BIO12):
analyze the flow of energy through various cycles including
the carbon, oxygen, nitrogen, and water cycles (BIO12.A)
interpret interactions among organisms exhibiting predation,
parasitism, commensalism, and mutualism (BIO12.B)
compare variations, tolerances, and adaptations of plants
and animals in different biomes (BIO12.C)
identify and illustrate that long-term survival of species
is dependent on a resource base that may be limited (BIO12.D)
investigate and explain the interactions in an ecosystem
including food chains, food webs, and food pyramids (BIO12.E)
Science Concepts. The student knows the significance
of plants in the environment. The student is expected
to (BIO13):
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