OK-Biology OK Priority Academic Student Skills … · 1.1 Identify qualitative and quantitative changes in cells, ... 2.1 Using observable properties, ... Using a Dichotomous Key

OK-Biology OK Priority Academic Student Skills Standards 2011

Standard ID Standard Text Edgenuity Lesson Name

Science Processes and Inquiry1 Observing is the first action taken by the learner to acquire new information about an organism or

event. Opportunities for observation are developed through the use of a variety of scientific tools,

allowing the student to distinguish between observation and inference. Measurement allows

observations to be quantified. The student will accomplish these objectives to meet this process

standard.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.Cell HomeostasisLab: Diffusion Across a Semi-Permeable Membrane

Succession and Extinction1.2 Use appropriate tools with accuracy and precision (e.g., microscope, pipette, metric ruler, graduated

cylinder, thermometer, balance, stopwatch) when measuring cells, organisms, populations, and

ecosystems.Cell TheoryCollecting and Organizing DataLab: MeasurementLab: Using a Compound MicroscopeLaboratory SafetyScientific Inquiry

1.3 Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and

seconds) and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events.Analyzing Data and Drawing ConclusionsCollecting and Organizing DataLab: Measurement

2 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.2.1 Using observable properties, place cells, organisms, and/or events into a biological classification

system (e.g., dichotomous keys, taxonomy charts, cladograms).BacteriaIdentifying Unknown OrganismsLab: Using a Dichotomous KeyMethods of ClassificationProtists and FungiThe KingdomsTypes of Plants

2.2 Identify the properties by which a biological classification system is based.Methods of Classification

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3 Understanding experimental design requires that students recognize the components of a valid

experiment. The student will accomplish these objectives to meet this process standard.3.1 Evaluate the design of a biology laboratory experiment.

Evaluating Scientific Design3.2 Identify the independent variables, dependent variables, controlled variables, and control set-up in an

experiment.Designing Scientific InvestigationsScientific Inquiry

3.3 Use mathematics to show relationships within a given set of observations (e.g., population studies,

biomass, probability).Energy Flow in EcosystemsPopulation GrowthProbability of Inheritance

3.4 Identify a hypothesis for a given problem in biology investigations.Hypotheses, Theories, and Laws

3.5 Recognize potential hazards and practice safety procedures in all biology activities.Laboratory Safety

4 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.4.1 Select appropriate predictions based on previously observed patterns of evidence.

Analyzing Evidence4.2 Report and display data using appropriate-technology and other media.

Collecting and Organizing Data4.3 Interpret data tables, line, bar, trend, and/or circle graphs from existing science research or student

experiments.Analyzing Data and Drawing ConclusionsCollecting and Organizing Data

4.4 Determine if results of biological science investigations support or do not support hypotheses.

Analyzing Data and Drawing ConclusionsHypotheses, Theories, and Laws

4.5 Evaluate experimental data to draw the conclusion that is best supported by the evidence.Analyzing Data and Drawing Conclusions




4.6 Routinely prepare a written report describing the sequence, results, and interpretation of a biological

investigation or event.4.6.a Establish and maintain a formal style and objective tone.

Science-Based Communication4.6.b When appropriate or possible, utilize technology to produce, publish, or revise writing products.

Science-Based Communication4.6.c Gather relevant information from multiple authoritative print and digital sources and follow a

standard format for citation, avoiding plagiarism.Research in Science

4.7 Communicate or defend scientific thinking that results in conclusions.4.7.a Read, comprehend, and present evidence from a range of sources (e.g., texts, experiments, or

simulations) to support conclusions.Assessing Claims and EvidenceResearch in Science

4.7.b Recognize bias in observation/research.Research in Science

4.8 Identify and/or create an appropriate graph or chart from collected data, tables, or written description

(e.g., population studies, plant growth, heart rate).4.8.a Translate quantitative information expressed in words into visual form (e.g., a table or chart).

Collecting and Organizing Data4.8.b Translate information expressed visually or mathematically (e.g., a table, chart or equation) into

words.Energy Flow in Ecosystems

5 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.5.1 The complexity and organization of organisms accommodates the need for obtaining, transforming,

transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e.,

photosynthesis and cellular respiration).ATPCellular RespirationEnergy in CellsLight Dependent Reactions in PhotosynthesisLight Independent Reactions in Photosynthesis

Photosynthesis and Cellular Respiration5.2 Select predictions based on models (e.g., pedigrees, life cycles), and when appropriate, apply

mathematical reasoning to make accurate predictions.Chromosomes

5.3 Matter on earth cycles among the living (biotic) and nonliving (abiotic) components of the biosphere.

The Cycles of Matter




6 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 make observation, pose questions,

formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The

student will accomplish these objectives to meet this process standard.

6.1 Ask a scientific question, formulate a testable hypothesis, and design an appropriate experiment

relating to the living world.Designing Scientific InvestigationsFormulating Scientific QuestionsHypotheses, Theories, and LawsScientific Inquiry

6.2 Design and conduct biological investigations in which variables are identified and controlled.

Designing Scientific Investigations6.3 Use a variety of technologies (e.g., probes, handheld digital devices, electrophoresis equipment, digital

cameras, software, calculators, digital balances, microscopes, measuring instruments, and computers)

to collect, analyze and display data.Analyzing Data and Drawing ConclusionsCollecting and Organizing DataScientific Inquiry

6.4 Inquiries should lead to the formulation of explanations or models (physical, conceptual, and

mathematical). In answering questions, students should engage in research and 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.

Development of Scientific KnowledgeScientific Inquiry

Biology I1 Cells are the fundamental unit of life, composed 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 Cells are composed of a variety of structures such as the nucleus, cell/plasma membrane, cell wall,

cytoplasm, ribosomes, mitochondria, and chloroplasts.1.1.a The cell/plasma membrane functions (i.e., active transport, passive transport, diffusion, osmosis, and

surface area to volume ratio) to maintain homeostasis.Cell HomeostasisLab: Diffusion Across a Semi-Permeable Membrane

1.1.b Differentiate among hypotonic, hypertonic, and isotonic conditions.Cell Homeostasis

1.1.c Compare and contrast prokaryotic and eukaryotic cells.Prokaryotic and Eukaryotic Cells




1.2 In multicellular organisms, cells have levels of organization (i.e., cells, tissues, organs, organ systems,

organisms).Cell TheoryCharacteristics of Life

1.3 Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect

light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis).Animal and Plant CellsCell Differentiation and Specialization

2 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

replication and transcription). Transfer RNA and protein synthesis will be taught in life science courses

with rigor greater than Biology I.Cell CycleChromosomesDNA and RNA StructureGenetic CodeMeiosisMitosisThe Function of Organelles

2.2 A sorting and recombination of genes during sexual 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 concepts in a single trait cross (e.g., alleles, dominant trait, recessive trait,

phenotype, genotype, homozygous, heterozygous, incomplete dominance, and sex-linked traits).

Acquired and Inherited TraitsAsexual and Sexual ReproductionIntroduction to GeneticsLab: Mouse Genetics (One Trait)Laws of InheritanceNon-Mendelian InheritanceProbability of InheritanceSex-Linked Inheritance




3 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 Different species might look dissimilar, but the unity among organisms becomes apparent from an

analysis of internal structures, the similarity of their chemical processes, and the evidence of common

ancestry (e.g., homologous and analogous structures, embryology, fossil record, genetic data).

Biological Evidence and the Fossil RecordEvolutionary Relationships

3.2 Characteristics of populations change through the mechanism of natural selection. These biological

adaptations, including changes in structures, behaviors, and/or physiology, may enhance or limit

survival and reproductive success within a particular environment.Biogeographic IsolationDarwin's TheoryFactors Affecting Biological DiversityFactors Affecting Genetic VariationLab: Natural SelectionThe History of Evolutionary Theory

3.3 Broad patterns of behavior exhibited by animals have changed over time to ensure reproductive

success. 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 either innate or learned.4 Interdependence of organisms in an environment includes the interrelationships and interactions

between and among 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 (e.g., symbiotic relationships).

Lab: Interdependence of OrganismsRelationships Among Organisms

4.2 Living organisms have the capacity to produce populations of infinite size, but environments and

resources limit population size (e.g., carrying capacity, limiting factors, ecological succession).Population GrowthPopulation Size and StructurePopulations and the EnvironmentSuccession and Extinction




5 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 Interpret a biological model which explains a given set of observations.

Cell TheoryEnergy Flow in EcosystemsThe Cycles of MatterThe Importance of CarbonThe Importance of Water

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).CarbohydratesElements of Living OrganismsEnergy Flow in EcosystemsLipidsMacromoleculesProteins and Nucleic AcidsThe Cycles of MatterThe Importance of CarbonThe Importance of Water

5.3 Compare a given model to the living world.The Function of OrganellesThe Importance of CarbonThe Importance of Water

CCSS.ELA-

Literacy.RST.9-

10

Reading Standards for Literacy in Science and Technical Subjects

Key Ideas and DetailsCCSS.ELA-

Literacy.RST.9-

10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the

precise details of explanations or descriptions.

Analyzing EvidenceBiological Evidence and the Fossil Record

CCSS.ELA-

Literacy.RST.9-

10.2

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a

complex process, phenomenon, or concept; provide an accurate summary of the text.

Energy Flow in EcosystemsThe Cycles of MatterMitosis




CCSS.ELA-

Literacy.RST.9-

10.3

Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks attending to special cases or exceptions defined in the

text.Scientific InquiryDesigning Scientific InvestigationsEvaluating Scientific DesignLab: MeasurementLab: Using a Compound MicroscopeLab: Diffusion Across a Semi-permeable Membrane

Lab: Mouse Genetics (One Trait)Darwin's Theory

CCSS.ELA-

Literacy.RST.9-

10.3

Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks attending to special cases or exceptions defined in the

text.(Cont'd.) Lab: Natural Selection

Lab: Using a Dichotomous KeyLab: Interdependence of Organisms

Craft and StructureCCSS.ELA-

Literacy.RST.9-

10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Laboratory SafetyScientific InquiryDevelopment of Scientific KnowledgeFormulating Scientific QuestionsDesigning Scientific InvestigationsEvaluating Scientific DesignCollecting and Organizing DataAnalyzing Data and Drawing ConclusionsLab: MeasurementCharacteristics of LifeElements of Living OrganismsThe Importance of WaterThe Importance of CarbonMacromoleculesCarbohydratesLipidsProteins and Nucleic AcidsThe Function of OrganellesAnimal and Plant Cells




CCSS.ELA-

Literacy.RST.9-

10.4



(Cont'd.) Lab: Using a Compound MicroscopeATPEnergy in CellsThe Process of PhotosynthesisLight Dependent Reactions in PhotosynthesisLight Independent Reactions in Photosynthesis

Cellular RespirationPhotosynthesis and Cellular RespirationCell TheoryProkaryotic and Eukaryotic CellsCell HomeostasisLab: Diffusion Across a Semi-permeable Membrane

Cell CycleMitosisMeiosisAsexual and Sexual ReproductionCell Differentiation and SpecializationGenetic CodeDNA and RNA StructureChromosomesIntroduction to GeneticsProbability of InheritanceLaws of InheritanceLab: Mouse Genetics (One Trait)Non-Mendelian InheritanceSex-linked InheritanceAcquired and Inherited TraitsHypotheses, Theories, and LawsResearch in ScienceAssessing Claims and EvidenceAnalyzing EvidenceScience-Based CommunicationScience and SocietyThe History of Evolutionary TheoryDarwin's TheoryFactors Affecting Genetic Variation




CCSS.ELA-

Literacy.RST.9-

10.4



(Cont'd.) Lab: Natural SelectionFactors Affecting Biological DiversityBiogeographic IsolationBiological Evidence and the Fossil RecordEvolutionary RelationshipsHuman EvolutionMethods of ClassificationThe KingdomsTypes of PlantsPlant StructuresThe Life Cycles of PlantsIdentifying Unknown OrganismsLab: Using a Dichotomous KeyProtists and FungiBacteriaNerve ConductionThe Reproductive ProcessThe Cycles of MatterRelationships Among OrganismsLab: Interdependence of OrganismsEnergy Flow in EcosystemsSuccession and ExtinctionPopulations and the EnvironmentPopulation Size and StructurePopulation GrowthHuman Impact on the Environment

CCSS.ELA-

Literacy.RST.9-

10.5

Analyze the structure of the relationships among concepts in a text, including relationships among key

terms (e.g., force, friction, reaction force, energy).

Laboratory SafetyScientific InquiryDevelopment of Scientific KnowledgeFormulating Scientific QuestionsDesigning Scientific InvestigationsEvaluating Scientific DesignCollecting and Organizing DataAnalyzing Data and Drawing ConclusionsLab: Measurement




CCSS.ELA-

Literacy.RST.9-

10.5



(Cont'd.)Characteristics of LifeElements of Living OrganismsThe Importance of WaterThe Importance of CarbonMacromoleculesCarbohydratesLipidsProteins and Nucleic AcidsThe Function of OrganellesAnimal and Plant CellsLab: Using a Compound MicroscopeATPEnergy in CellsThe Process of PhotosynthesisLight Dependent Reactions in PhotosynthesisLight Independent Reactions in Photosynthesis

Cellular RespirationPhotosynthesis and Cellular RespirationCell TheoryProkaryotic and Eukaryotic CellsCell HomeostasisLab: Diffusion Across a Semi-permeable Membrane

Cell CycleMitosisMeiosisAsexual and Sexual ReproductionCell Differentiation and SpecializationGenetic CodeDNA and RNA StructureChromosomesIntroduction to GeneticsProbability of InheritanceLaws of InheritanceLab: Mouse Genetics (One Trait)Non-Mendelian InheritanceSex-linked Inheritance




CCSS.ELA-

Literacy.RST.9-

10.5



(Cont'd.)Acquired and Inherited TraitsHypotheses, Theories, and LawsResearch in ScienceAssessing Claims and EvidenceAnalyzing EvidenceScience-Based CommunicationScience and SocietyThe History of Evolutionary TheoryDarwin's TheoryFactors Affecting Genetic VariationLab: Natural SelectionFactors Affecting Biological DiversityBiogeographic IsolationBiological Evidence and the Fossil RecordEvolutionary RelationshipsHuman EvolutionMethods of ClassificationThe KingdomsTypes of PlantsPlant StructuresThe Life Cycles of PlantsIdentifying Unknown OrganismsLab: Using a Dichotomous KeyProtists and FungiBacteriaNerve ConductionThe Reproductive ProcessThe Cycles of MatterRelationships Among OrganismsLab: Interdependence of OrganismsEnergy Flow in EcosystemsSuccession and ExtinctionPopulations and the EnvironmentPopulation Size and StructurePopulation GrowthHuman Impact on the Environment




CCSS.ELA-

Literacy.RST.9-

10.6

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text, defining the question the author seeks to address

Research in ScienceAssessing Claims and Evidence

Integration of Knowledge and IdeasCCSS.ELA-

Literacy.RST.9-

10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a

table or chart) and translate information expressed visually or mathematically (e.g., in an equation)

into words.Collecting and Organizing DataAnalyzing Data and Drawing Conclusions

Lab: Diffusion Across a Semi-permeable Membrane

Probability of Inheritance

Laws of InheritanceLab: Mouse Genetics (One Trait)Non-Mendelian InheritanceSex-linked Inheritance

Analyzing Evidence

Lab: Natural SelectionEnergy Flow in Ecosystems

Population Growth

CCSS.ELA-

Literacy.RST.9-

10.8

Assess the extent to which the reasoning and evidence in a text support the author's claim or a

recommendation for solving a scientific or technical problem.

Analyzing Data and Drawing ConclusionsResearch in ScienceAssessing Claims and EvidenceAnalyzing EvidenceScience-Based CommunicationBiological Evidence and the Fossil RecordHuman Evolution

CCSS.ELA-

Literacy.RST.9-

10.9

Compare and contrast findings presented in a text to those from other sources (including their own

experiments), noting when the findings support or contradict previous explanations or accounts.

Analyzing Data and Drawing ConclusionsAssessing Claims and EvidenceAnalyzing EvidenceBiological Evidence and the Fossil RecordHuman Evolution




Range of Reading and Level of Text ComplexityCCSS.ELA-

Literacy.RST.9-

10.10

By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text

complexity band independently and proficiently.

Scientific InquiryCollecting and Organizing DataAnalyzing Data and Drawing ConclusionsElements of Living OrganismsATPPhotosynthesis and Cellular RespirationProkaryotic and Eukaryotic CellsDNA and RNA StructureSex-linked InheritanceAcquired and Inherited TraitsAssessing Claims and EvidenceThe History of Evolutionary TheoryBiogeographic IsolationHuman EvolutionHuman Impact on the Environment

CCSS.ELA-

Literacy.WHST.9-

10

Writing Standards for Literacy in Science and Technical Subjects

Text Types and PurposesCCSS.ELA-

Literacy.WHST.9-

10.1

Write arguments focused on discipline-specific content.

CCSS.ELA-

Literacy.WHST.9-

10.1a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that establishes clear relationships among the claim(s), counterclaims, reasons, and

evidence.Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeResearch in science

CCSS.ELA-

Literacy.WHST.9-

10.1b

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the

strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a

manner that anticipates the audience's knowledge level and concerns.

Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeResearch in science




CCSS.ELA-

Literacy.WHST.9-

10.1c

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and

counterclaims.Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeResearch in science

CCSS.ELA-

Literacy.WHST.9-

10.1d

Establish and maintain a formal style and objective tone while attending to the norms and conventions

of the discipline in which they are writing.

Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeResearch in science

CCSS.ELA-

Literacy.WHST.9-

10.1e

Provide a concluding statement or section that follows from or supports the argument presented.

Biological Evidence and the Fossil Record

CCSS.ELA-

Literacy.WHST.9-

10.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

CCSS.ELA-

Literacy.WHST.9-

10.2a

Introduce a topic and organize ideas, concepts, and information to make important connections and

distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.Energy Flow in EcosystemsFactors Affecting Biological Diversity

Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous KeyLaboratory SafetyPopulation Size and StructureProteins and Nucleic AcidsScience and SocietyScience-based CommunicationThe Importance of WaterAnalyzing EvidenceCarbohydrates




CCSS.ELA-

Literacy.WHST.9-

10.2b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience's knowledge of

the topic.Energy Flow in EcosystemsFactors Affecting Biological Diversity


CCSS.ELA-

Literacy.WHST.9-

10.2c

Use varied transitions and sentence structures to link the major sections of the text, create cohesion,

and clarify the relationships among ideas and concepts.

Energy Flow in EcosystemsFactors Affecting Biological Diversity





CCSS.ELA-

Literacy.WHST.9-

10.2d

Use precise language and domain-specific vocabulary to manage the complexity of the topic and

convey a style appropriate to the discipline and context as well as to the expertise of likely readers.



CCSS.ELA-

Literacy.WHST.9-

10.2e

Establish and maintain a formal style and objective tone while attending to the norms and conventions

of the discipline in which they are writing.






CCSS.ELA-

Literacy.WHST.9-

10.2f

Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic).



CCSS.ELA-

Literacy.WHST.9-

10.3

(See note; not applicable as a separate requirement)

CCSS.ELA-

Literacy.WHST.9-

10.3a

Note: Students' narrative skills continue to grow in these grades. The Standards require that students

be able to incorporate narrative elements effectively into arguments and informative/explanatory

texts. In science and technical subjects, students must be able to write precise enough descriptions of

the step-by-step procedures they use in their investigations or technical work that others can replicate

them and (possibly) reach the same results.The Cycles of MatterThe Importance of Carbon

Production and Distribution of WritingCCSS.ELA-

Literacy.WHST.9-

10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeEnergy Flow in EcosystemsFactors Affecting Biological Diversity

Lab: Diffusion Across a Semi-permeable Membrane




CCSS.ELA-

Literacy.WHST.9-

10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

(Cont'd.)Lab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous KeyLaboratory SafetyPopulation Size and StructureProteins and Nucleic AcidsResearch in scienceScience and SocietyScience-based CommunicationThe Cycles of MatterThe Importance of CarbonThe Importance of Water

CCSS.ELA-

Literacy.WHST.9-

10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous Key

CCSS.ELA-

Literacy.WHST.9-

10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing

products, taking advantage of technology's capacity to link to other information and to display

information flexibly and dynamically.Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeEnergy Flow in EcosystemsFactors Affecting Biological Diversity

Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: Measurement

Lab: Mouse Genetics (One Trait)




CCSS.ELA-

Literacy.WHST.9-

10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing

products, taking advantage of technology's capacity to link to other information and to display

information flexibly and dynamically.(Cont'd.) Lab: Natural Selection

Lab: Using a Compound Microscope

Lab: Using a Dichotomous Key

Laboratory Safety

Population Size and Structure

Proteins and Nucleic Acids

Research in science

Science and Society

Science-based Communication

The Cycles of Matter

The Importance of Carbon

The Importance of Water

Research to Build and Present Knowledge

CCSS.ELA-

Literacy.WHST.9-

10.7

Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating understanding of the subject under investigation.Lab: Diffusion Across a Semi-permeable Membrane

Lab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous Key

CCSS.ELA-

Literacy.WHST.9-

10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous Key




CCSS.ELA-

Literacy.WHST.9-

10.9

Draw evidence from informational texts to support analysis, reflection, and research.

Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous Key

Range of WritingCCSS.ELA-

Literacy.WHST.9-

10.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Biological Evidence and the Fossil RecordCharacteristics of LifeDevelopment of Scientific KnowledgeEnergy Flow in EcosystemsFactors Affecting Biological Diversity

Lab: Diffusion Across a Semi-permeable MembraneLab: Interdependence of OrganismsLab: MeasurementLab: Mouse Genetics (One Trait)Lab: Natural SelectionLab: Using a Compound MicroscopeLab: Using a Dichotomous KeyLaboratory SafetyPopulation Size and StructureProteins and Nucleic AcidsResearch in scienceScience and SocietyScience-based CommunicationThe Cycles of MatterThe Importance of CarbonThe Importance of Water


Documents

OK-Biology OK Priority Academic Student Skills … · 1.1 Identify qualitative and quantitative changes in cells, ... 2.1 Using observable properties, ... Using a Dichotomous Key