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Education
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 Tennessee State Board of Education
#0;93258.4.8 Research careers that relate to genetics and inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, medical doctor, and role-play discussion of a genetic issue by that professional. State Performance Indicator...
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#0;93258.4.8 Research careers that relate to genetics and inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, medical doctor, and role-play discussion of a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure and function of DNA. SPI 3258.4.2 Associate the process of DNA replication with its biological significance. SPI 3258.4.3 Recognize the interactions between DNA and RNA during protein synthesis. SPI 3258.4.4
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
#0;93258.2.3 Monitor <span class="highlight">and</span> evaluate changes in a yeast population. #0;93258.2.4 Use an outdoor habitat to identify the abiotic <span class="highlight">and</span> biotic factors, plant <span class="highlight">and</span> animal populations, producers, consumers, <span class="highlight">and</span> decomposers. #0;93258.2.5 Conduct <span class="highlight">research</span> on how human influences have changed an ecosystem; communicate findings through written or oral presentations. #0;93258.2.6 Describe a sequence <span class="highlight">of</span> events that illustrates <span class="highlight">biological</span> succession. #0;93258.2.7 Select a local environmental issue <span class="highlight">and</span> role-play officials
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=28
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=28
#0;93258.4.8 <span class="highlight">Research</span> careers that relate to genetics <span class="highlight">and</span> inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, <span class="highlight">medical</span> doctor, <span class="highlight">and</span> role-play discussion <span class="highlight">of</span> a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure <span class="highlight">and</span> function <span class="highlight">of</span> DNA. SPI 3258.4.2 Associate the process <span class="highlight">of</span> DNA replication with its <span class="highlight">biological</span> significance. SPI 3258.4.3 Recognize the interactions between DNA <span class="highlight">and</span> RNA during protein synthesis. SPI 3258.4.4
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
#0;93258.2.3 Monitor <span class="highlight">and</span> evaluate changes in a yeast population. #0;93258.2.4 Use an outdoor habitat to identify the abiotic <span class="highlight">and</span> biotic factors, plant <span class="highlight">and</span> animal populations, producers, consumers, <span class="highlight">and</span> decomposers. #0;93258.2.5 Conduct <span class="highlight">research</span> on how human influences have changed an ecosystem; communicate findings through written or oral presentations. #0;93258.2.6 Describe a sequence <span class="highlight">of</span> events that illustrates <span class="highlight">biological</span> succession. #0;93258.2.7 Select a local environmental issue <span class="highlight">and</span> role-play officials
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=37
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=37
describe a human genetic disorder. #0;93258.4.7 Conduct <span class="highlight">research</span> to explore the scientific <span class="highlight">and</span> ethical issues surrounding emerging DNA technologies. #0;93258.4.8 <span class="highlight">Research</span> careers that relate to genetics <span class="highlight">and</span> inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, <span class="highlight">medical</span> doctor, <span class="highlight">and</span> role-play discussion <span class="highlight">of</span> a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure <span class="highlight">and</span> function <span class="highlight">of</span> DNA. SPI 3258.4.2 Associate the process
 Anatomy and Physiology Subcluster
guidelines for medical terminology on the integumentary, skeletal and muscular systems. 2.5 Illustrate lab and diagnostic findings or analyze interdependency of ecological and biological systems. SAMPLE PERFORMANCE TASKS Construct a flow chart describing t...
SCOPE AND SEQUENCE
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technol...
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assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology a. * Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=34
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical <span class="highlight">and</span> environmental factors strongly influence, <span class="highlight">and</span> are influenced by, the direction <span class="highlight">of</span> progress <span class="highlight">of</span> science <span class="highlight">and</span> technology a. * Analyze the roles <span class="highlight">of</span> science <span class="highlight">and</span> society as they interact to determine the direction <span class="highlight">of</span> scientific <span class="highlight">and</span> technological progress (e.g., prioritization <span class="highlight">of</span> <span class="highlight">and</span> funding for new scientific <span class="highlight">research</span> <span class="highlight">and</span> technological
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a va...
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
’ greater use <span class="highlight">of</span> fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles <span class="highlight">and</span> organisms. a. Use diagrams to trace the movement <span class="highlight">of</span> matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety <span class="highlight">of</span> <span class="highlight">biological</span> communities <span class="highlight">and</span> ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference <span class="highlight">and</span> evidence in a newspaper, magazine, <span class="highlight">journal</span>, or Internet article that addresses an issue
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
23 Science Benchmark Evolution is central to modern science’s understanding <span class="highlight">of</span> the living world. The basic idea <span class="highlight">of</span> <span class="highlight">biological</span> evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, <span class="highlight">and</span> other species to change, giving rise to a greater diversity <span class="highlight">of</span> species. Science distinguishes itself from other ways <span class="highlight">of</span> knowing <span class="highlight">and</span> from other bodies <span class="highlight">of</span> knowledge through the use <span class="highlight">of</span>
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of s...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
CLE 3295.1.6 Respect <span class="highlight">and</span> understand copyright <span class="highlight">and</span> patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a <span class="highlight">journal</span> showing date, accurate observations, collection <span class="highlight">of</span> data, <span class="highlight">and</span> other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying <span class="highlight">and</span> solving scientific problems. Guiding Question 2 What
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide <span class="highlight">research</span>. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety <span class="highlight">of</span> scientific tools <span class="highlight">and</span> equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables <span class="highlight">and</span> controls in
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his c...
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biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal of science
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=22
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
83 6. understands <span class="highlight">biological</span> evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified <span class="highlight">and</span> according to the rules <span class="highlight">of</span> nomenclature, <span class="highlight">and</span> are given scientific names. b. The behavioral, physical, <span class="highlight">and</span> genetic characteristics upon which these classifications are based are used as evidence for common descent. d. Natural selection, genetic drift, genomes, <span class="highlight">and</span> the mechanisms <span class="highlight">of</span> genetic change provide a context in which to ask <span class="highlight">research</span> questions
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=47
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
<span class="highlight">biological</span> evolution, germ theory, industrial revolution, molecular biology, quantum theory, <span class="highlight">and</span> <span class="highlight">medical</span> <span class="highlight">and</span> health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo <span class="highlight">and</span> his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal <span class="highlight">of</span> science
Science
fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between...
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fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between vascular and nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms CDL.7.B.17 Describe the structure and function of the major parts of a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9
structures <span class="highlight">and</span> characteristics <span class="highlight">of</span> viruses (lytic <span class="highlight">and</span> lysogenic cycles) with non-living <span class="highlight">and</span> living things CDL.7.B.7 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> viruses CDL.7.B.8 Compare <span class="highlight">and</span> contrast life cycles <span class="highlight">of</span> familiar organisms null sexual reproduction null asexual reproduction null metamorphosis null alternation <span class="highlight">of</span> generations CDL.7.B.9 Classify bacteria according to their characteristics <span class="highlight">and</span> adaptations CDL.7.B.10 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> bacteria
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10
fungal-like CDL.7.B.12 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> protists CDL.7.B.13 Compare <span class="highlight">and</span> contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> fungi CDL.7.B.15 Differentiate between vascular <span class="highlight">and</span> nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, <span class="highlight">and</span> angiosperms CDL.7.B.17 Describe the structure <span class="highlight">and</span> function <span class="highlight">of</span> the major parts <span class="highlight">of</span> a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
may be modified or expanded based on additional empirical data, verification, <span class="highlight">and</span> peer review NS.12.B.3 Summarize <span class="highlight">biological</span> evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease <span class="highlight">and</span> our current knowledge <span class="highlight">of</span> immunology <span class="highlight">and</span> control <span class="highlight">of</span> infectious diseases NS.12.B.6 Relate the chromosome theory <span class="highlight">of</span> heredity to recent findings in genetic <span class="highlight">research</span> (e.g., Human Genome Project-HGP
Microsoft Word - bio1.doc
agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify pos...
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agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the biological sciences. Indicator 6: The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24
agriculture, biotechnology, forensic science. #0;� Describe the levels <span class="highlight">of</span> education required for various careers in the <span class="highlight">biological</span> sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the <span class="highlight">biological</span> sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the <span class="highlight">biological</span> sciences. Indicator 6: The student will explain how development <span class="highlight">of</span> scientific knowledge leads to the creation <span class="highlight">of</span> new technology <span class="highlight">and</span> how technological advances allow for
Science
4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall...
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4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
4 Environmental Science: <span class="highlight">Biological</span> Dynamics Science Framework Revised 2005 Arkansas Department <span class="highlight">of</span> Education Key: BD.2.ES.1 = <span class="highlight">Biological</span> Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: <span class="highlight">Biological</span> Dynamics Standard 2: Students shall understand the <span class="highlight">biological</span> dynamics <span class="highlight">of</span> Earth BD.2.ES.1 Compare <span class="highlight">and</span> contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
Biology I : Embedded Inquiry
consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view...
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consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
consequences <span class="highlight">of</span> new technologies can impact human <span class="highlight">and</span> non-human communities. #0;93210.T/E.4 Present <span class="highlight">research</span> on current bioengineering technologies that advance health <span class="highlight">and</span> contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series <span class="highlight">of</span> multi-view drawings that can be used by other students to construct an adaptive design <span class="highlight">and</span> test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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