HAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE Correlated to BIOLOGY: CYCLES OF LIFE 2006 5910 Rice Creek Parkway, Suite 1000 Shoreview, Minnesota 55126 Telephone (800) 328-2560 www.agsglobe.com
Strand: The Scientific Process Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process Topic: Scientific Inquiry Benchmark SC.BS.1.1: Describe how a testable hypothesis may need to be revised to guide a scientific investigation The student: Describes a testable hypothesis and revises SE: 20, 23-24, 57-58 it based on data from biological science investigations and primary sources (e.g., results, class data, information from a reputable source). TE: 20, 23-24, 57-58 TRL: Lab Manual: 5, 9 Benchmark SC.BS.1.2: Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data The student: Prepares a biological science lab report SE: 23-24, 57-58, 86-87, 109-110, 379-380, 527-528 documenting the procedure(s) and the safe and appropriate use of tools (e.g., computer probes, meters, timers) and techniques (e.g., repeated trials, statistics, TE: 23-24, 57-58, 86-87, 109-110, 379-380, 527-528 significant figures, spreadsheets, databases) to organize, TRL: Lab Manual: 5, 9, 15 analyze, and validate data. Benchmark SC.BS.1.3: Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data The student: Prepares a biological science lab report that SE: 36-37, 178-179, 402-403 draws logical conclusions and formulates explanations and arguments from the results of investigations. TE: 36-37, 178-179, 402-403 TRL: Lab Manual: 7, 28, 64 Benchmark SC.BS.1.4: Determine the connection(s) among hypotheses, scientific evidence, and conclusions The student: Prepares a biological science lab report that SE: 23-24, 57-58, 86-87, 121-122 supports or refutes a hypothesis based on an analysis of experimental data. TE: 23-24, 57-58, 86-87, 121-122 TRL: Lab Manual: 5, 9, 15 Benchmark SC.BS.1.5: Communicate the components of a scientific investigation, using appropriate techniques The student: Presents the question, testable hypothesis, experimental design, analysis of data, and conclusions to SE: 23-24, 86-87, 121-122, 161-162, 212-213, 269-270, 314-315, 445-446, 527-528, 571-572 the biological science class using appropriate methods of communication (e.g., PowerPoint, essay, oral presentation, poster board, lab report, research paper). TE: 23-24, 86-87, 121-122, 161-162, 212-213, 269-270, 314-315, 445-446, 527-528, 571-572 TRL: Lab Manual: 5, 15, 20, 25, 34, 45, 52, 69, 79, 87 1
Benchmark SC.BS.1.6: Engage in and explain the importance of peer review in science The student: Examines a peer's biological science investigation for logic and validity based on evidence. Explains the importance of peer review to the process of scientific inquiry. SE: 86-87, 121-222, 212-213, 269-270, 314-315, 445-446, 527-528, 571-572 TE: 86-87, 121-222, 212-213, 269-270, 314-315, 445-446, 527-528, 571-572 TRL: Lab Manual: 15, 20, 34, 45, 52, 69, 79, 87 Topic: Scientific Knowledge Benchmark SC.BS.1.7: Revise, as needed, conclusions and explanations based on new evidence The student: Reflects on new biological science evidence from other valid sources and revises conclusion and The opportunity to address this objective is available. See the following: explanations as needed. Includes recommendations for SE: 161-162, 445-446 improving the investigation. TE: 161-162, 445-446 TRL: Lab Manual: 25, 69 Benchmark SC.BS.1.8: Describe the importance of ethics and integrity in scientific investigation The student: Identifies and describes biological science SE: 17 examples of ethical and unethical experimentation, citation, and conclusions (e.g., provides guidelines concerning the appropriate treatment of living things and the environment, credits sources, reduces bias, sometimes adds constraints). TE: 17, 20 Benchmark SC.BS.1.9: Explain how scientific explanations must meet a set of established criteria to be considered valid The student: Describes how a published study meets the criteria of scientific explanations (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, abide by the rules of evidence, be open to questions and modifications, be based on historical and current scientific knowledge, and make a commitment to making the knowledge public) in order to draw conclusions about the study's validity TE: 20 2
Strand: The Scientific Process Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated Topic: Science, Technology, and Society Benchmark SC.BS.2.1: Explain how scientific advancements and emerging technology have influenced society The student: Describes a current scientific advancement SE: 25, 127, 163, 217, 241, 271, 325-326, 337, 451, 585 or emerging technology, lists its key features and uses, and possible impact on society (e.g., applications of DNA technology, microscopy, stem cell research). TE: 25, 127, 163, 217, 241, 271, 325-326, 337, 451, 585 TRL: Lab Manual: 40 Benchmark SC.BS.2.2: Compare the risks and benefits of potential solutions to technological issues The student: Compares risks and benefits (e.g., in terms SE: 592-598 of the impact on populations, resources, health, disease, environment) of alternative solutions to a specific current technological issue (e.g., biotechnology). TE: 592-598 TRL: Resource File: 43, 44 Strand: Life and Environmental Sciences Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment Topic: Cycles of Matter and Energy Benchmark SC.BS.3.1: Describe biogeochemical cycles within ecosystems The student: Describes, using diagrams, the cycling of SE: 228-229, 573-577, 578-579 biogeochemical compounds (e.g., water, carbon, nitrogen, oxygen, potassium) through living and nonliving systems and explains the importance of these cycles to support TE: 228-229, 573-577, 578-579 life. TRL: Lab Manual: 27, 89 Benchmark SC.BS.3.2: Explain the chemical reactions that occur in photosynthesis and cellular respiration that result in cycling of energy The student: Describes the interrelationships between cellular respiration and photosynthesis (inputs and SE: 146-149, 196-198, 200-204, 214-215, 218, 224-226, 230-234, 242 outputs) that result in the cycling of energy. TE: 146-149, 196-198, 200-204, 214-215, 218, 224-226, 230-234, 242 TRL: Workbook Activity: 40, 41, 45 Lab Manual: 32, 35 Graphic Organizer: 7, 8 Resource File: 13, 14, 15, 16 3
Benchmark SC.BS.3.3: Explain how matter and energy flow through living systems and the physical environment The student: Describes and illustrates the path of energy SE: 566-569, 586 and matter through living systems and the physical environment (e.g. food chains, food webs, trophic levels, biomass). TE: 566-569, 586 TRL: Workbook Activity: 102, 105 Graphic Organizer: 18 Resource File: 41, 42 Topic: Interdependence Benchmark SC.BS.3.4: Explain dynamic equilibrium in organisms, populations, and ecosystems; explain the effect of equilibrium shifts The student: Describes dynamic equilibrium in an organism, population, and ecosystem, including how a fluctuating state of approximate equilibrium is maintained (e.g., homeostatic mechanisms; growth of a population held in check by environmental factors such as depletion of food or nesting sites, predators, or parasites) and explains what happens if the equilibrium shifts (e.g., due to climate changes, immigration, emigration, birth and death rates). SE: 541-545, 548-551, 566-569, 592-598, 614 TE: 541-545, 548-551, 566-569, 592-598, 614 TRL: Workbook Activity: 98, 109 Lab Manual: 82 Graphic Organizer: 19 Resource File: 41, 42 Strand: Life and Environmental Sciences Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically Topic: Cells, Tissues, Organs, and Organ Systems Benchmark SC.BS.4.1: Describe different cell parts and their functions The student: Describes the parts of a cell (e.g., cell wall, cell membrane, cytoplasm, cell organelles such as the nucleus, chloroplast, mitochondrion, Golgi apparatus, flagella) and explains the functions of each part (e.g., transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, locomotion). SE: 104-107, 111-115, 116-120, 134-137, 138-141, 142-145, 146-149, 150-153, 154-156, 163, 310-313, 354-356 TE: 104-107, 111-115, 116-120, 134-137, 138-141, 142-145, 146-149, 150-153, 154-156, 163, 310-313, 354-356 TRL: Workbook Activity: 20, 21, 24, 25, 27, 28, 29, 57, 65 Lab Manual: 16, 19, 21, 22, 57 Resource File: 7, 8, 9, 23, 26 4
Benchmark SC.BS.4.2: Explain how cells are specialized into different tissues and organs The student: Describes how cell structure and function are specific to tissues and organs (e.g., blood cells carry oxygen, muscle cells contract, liver cells detoxify poisons). SE: 104-107, 111-115, 123-126, 128, 142-145, 159-160, 354-356 TE: 104-107, 111-115, 123-126, 128, 142-145, 159-160, 354-356 TRL: Workbook Activity: 20, 23, 26, 30, 65 Lab Manual: 16, 19, 57 Graphic Organizer: 4 Resource File: 7, 8, 10 Benchmark SC.BS.4.3: Differentiate between the processes of mitosis and meiosis The student: Compares the processes of mitosis and SE: 248-251, 256-259 meiosis. TE: 248-251, 256-259 TRL: Workbook Activity: 46, 48 Lab Manual: 41, 42 Resource File: 17, 18 Benchmark SC.BS.4.4: Describe how homeostatic balance occurs in cells and organisms The student: Explains how a specific system responds to SE: 111, 128, 190 or compensates for a change in physiological or environmental conditions (e.g., cell, tissue, organ, organ system; osmosis and diffusion). TE: 111, 128, 190 TRL: Workbook Activity: 23, 36 Graphic Organizer: 4, 6 Resource File: 7 Benchmark SC.BS.4.5: Describe the components and functions of a variety of macromolecules active in biological systems The student: Identifies the building blocks and explains the functions of a variety of macromolecules active in SE: 72-74, 77-81, 82-85, 88-93, 94-96, 128, 142-146, 310-313 biological systems (i.e., carbohydrates, nucleic acids, lipids, and proteins). TE: 72-74, 77-81, 82-85, 88-93, 94-96, 128, 142-146, 310-313 TRL: Workbook Activity: 13, 14, 15, 16, 17, 23, 26, 57 Lab Manual: 11, 12, 14 Graphic Organizer: 4 Resource File: 5, 6, 26 5
Topic: Classification Benchmark SC.BS.4.6: Explain the organization of life on Earth using the modern classification system The student: Classifies a variety of organisms using the modern classification system and explains the evidence that supports the system's organization (e.g., structural similarities, the fossil records, genetic relationships among organisms). SE: 434-437, 452, 458-461, 464-467, 468-471, 472-478, 479-481 TE: 434-437, 452, 458-461, 464-467, 468-471, 472-478, 479-481 TRL: Workbook Activity: 80, 83, 84, 85, 86, 87, 88 Lab Manual: 67, 71, 73 Graphic Organizer: 14 Resource File: 33, 35 Strand: Life and Environmental Sciences Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics and biological evolution and their impact on the unity and diversity of organisms Topic: Biological Evolution Benchmark SC.BS.5.1: Explain the theory of evolution and describe evidence that supports this theory The student: Explains that the Earth's present day life forms have evolved from earlier distinctly different species and describes molecular and anatomical evidences (e.g., DNA, protein sequence analysis, comparative embryology, fossil records) that support the theory of evolution. SE: 10-11, 388-391, 392-396, 397-401, 404-409, 416-420 TE: 10-11, 388-391, 392-396, 397-401, 404-409, 416-420 TRL: Workbook Activity: 72, 73, 74, 75, 77 Lab Manual: 61, 62, 63 Resource File: 31, 32 Benchmark SC.BS.5.2: Explain the theory of natural selection The student: Describes the theory of natural selection and SE: 410-413 gives examples of how it accounts for the diversity and unity of past and present life forms (e.g., Darwin's finches, snails, Nene, lobelia, silverswords, honeycreepers). TE: 410-413 TRL: Workbook Activity: 76 Topic: Unity and Diversity Benchmark SC.BS.5.3: Explain the structural properties of DNA and the role of DNA in heredity and protein synthesis The student: Diagrams and explains the role of DNA in heredity and protein synthesis (e.g., DNA replication, SE: 90, 93, 94-96, 98, 310-313, 314-315, 316-320, 395-396 translation, transcription, mrna, codons). TE: 90, 93, 94-96, 98, 310-313, 314-315, 316-320, 395-396 TRL: Workbook Activity: 16, 17, 18, 57, 58, 73 Lab Manual: 52, 53, 62 Graphic Organizer: 3 Resource File: 26 6
Benchmark SC.BS.5.4: Explain how Mendel's laws of heredity can be used to determine the traits of possible offspring The student: Describes the various gene combinations of SE: 277-283, 284-289, 290-291, 292-296 two parents to determine the genotype and phenotype of possible offspring using Mendel's laws. TE: 277-283, 284-289, 290-291, 292-296 TRL: Workbook Activity: 52, 53, 54 Lab Manual: 46, 47, 48, 49 Resource File: 22, 23, 24 Benchmark SC.BS.5.5: Explain chromosomal mutations, their possible causes, and their effects on genetic variation The student: Describes a human chromosomal disorder, SE: 286, 325-329, 330-331 its causes, and its effects on genetic variation (e.g., sickle cell anemia, Down Syndrome, Cystic Fibrosis). TE: 286, 325-329, 330-331 TRL: Workbook Activity: 60 Lab Manual: 54, 55 Strand: Physical, Earth, and Space Sciences Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe Standard 7: Physical, Earth, and Space Sciences: FORCE AND MOTION: Understand the relationship between force, mass, and motion of objects; and know the major natural forces: gravitational, electric, and magnetic Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth and its processes, the solar system, and the universe and its contents There are no benchmarks for this standard for this Grade/Course. There are no benchmarks for this standard for this Grade/Course. There are no benchmarks for this standard for this Grade/Course. 7