Learning Objectives for the Year
Scientific Method Learning Objectives
Scientific Method 1: I can correctly identify the variables in an experiment
Scientific Method 2: I can correctly relate the steps of the scientific method in an experiment
Unit 1 - Cell Chemistry
Standard 2: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
Objective 1: Describe the fundamental chemistry of living cells.
Learning objective 1: I can understand the structure of atoms and how they interact to form the molecules needed to sustain life
Learning objective 2: I can list the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements) and identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
Learning objective 3: I can explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
Learning Objective 4 – I can understand the structure and function of enzymes
Learning objective 5: I can describe cell theory and relate the nature of science to the development of cell theory.
Unit 2 Cell Energy
Standard 2: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
Objective 2: Describe the flow of energy and matter in cellular function and Objective 3: Investigate the structure and function of cells and cell parts.
Learning objective 6: I can describe the relationship between the organelles in a cell and the functions of that cell and I can distinguish between autotrophic and heterotrophic cells.
Learning objective 7: I can describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
Learning objective 8: I can illustrate the cycling of matter and the flow of energy through photosynthesis.
Learning objective 9: I can illustrate the cycling of matter and the flow of energy through respiration.
Unit 3 Genetics and DNA
Standard 4: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.
Objective 3: Explain how the structure and replication of DNA are essential to heredity and protein synthesis.
Learning objective 10: I can use a model to describe the structure of DNA and explain the importance of DNA replication in cell reproduction.
Learning objective 11: I can summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms and Objective 1: Compare sexual and asexual reproduction.
Learning objective 12: I can compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.I can explain fertilization, Mendel’s laws of segregation, independent assortment, recombination between chromosomes and their role in genetic inheritance.
Learning objective 13: I can compare and contrast the steps of mitosis and meiosis
Learning objective 14: I can demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
Learning objective 15: I can formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations. I can research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
Learning objective 16: I can relate Mendelian principles to modern-day practice of plant/animal breeding as well as bioethical issues, and consider the role of science in determining public policy.
Unit 4 - Systems and Organ Structure
Standard 3: Students will understand the relationship between structure and function of organs and organ systems.
Objective 1: Describe the structure and function of organs.
Learning objective 17: I can diagram and label the structure of the primary components of representative organs in animals and describe their structure and function.
Learning objective 18: I can diagram and label the structure of the primary components of representative organs in plants and describe their structure and function.
Learning objective 19: I can compare the structure and function of organs and systems in one organism to the structure and function of organs in another organism.
Objective 2: Describe the relationship between structure and function of organ systems in plants and animals.
Learning objective 20: I can describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.
Learning objective 21: I can research and report on technological developments related to organs.
Unit 5 - Evolution and Classification Standard 5: Students will understand that biological diversity is a result of evolutionary processes.
Objective 1: Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.
Learning objective 22: I can cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures) and distinguish between observations and inferences in making interpretations related to evolution
Learning objective 23: I can relate the nature of science to the historical development of the theory of evolution. I can review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
Learning objective 24: I can identify the role of mutation and recombination in evolution.
Objective 2: Relate principles of evolution to biological diversity.
Learning objective 25: I can describe the effects of environmental factors on natural selection and relate genetic variability to a species’ potential for adaptation to a changing environment. I can relate reproductive isolation to speciation.
Learning objective 26: I can compare selective breeding to natural selection and relate the differences to agricultural practices.
Objective 3: Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.
Learning objective 27: I can explain how evolutionary relationships are related to classification systems.
Learning objective 28: I can classify organisms using a classification tool such as a key or field guide and generalize criteria used for classification of organisms.
Unit 6 - Ecosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.
Objective 1: Summarize how energy flows through an ecosystem.
Learning objective 29: I can Arrange components of a food chain according to energy flow and compare the quantity of energy in the steps of an energy pyramid.
Learning Objective 30: I can describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
Learning Objective 31: Research food production in various parts of the world (e.g., industrialized societies’ greater use of fossil fuel in food production, human health related to food product).
Learning Objective 32: I Can 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 and I can explain how water is a limiting factor in an ecosystem.
Learning Objective 33: I can evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods)
Learning Objective 34: Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
Learning Objective 35: I can Categorize relationships among living things according to predator-prey, competition, and symbiosis.
Learning Objective 36: I can investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail. I can Research and evaluate local and global practices that affect ecosystems.
Learning Objective 37: Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.
Standard 2: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
Objective 1: Describe the fundamental chemistry of living cells.
Learning objective 1: I can understand the structure of atoms and how they interact to form the molecules needed to sustain life
Learning objective 2: I can list the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements) and identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
Learning objective 3: I can explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
Learning Objective 4 – I can understand the structure and function of enzymes
Learning objective 5: I can describe cell theory and relate the nature of science to the development of cell theory.
Unit 2 Cell Energy
Standard 2: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
Objective 2: Describe the flow of energy and matter in cellular function and Objective 3: Investigate the structure and function of cells and cell parts.
Learning objective 6: I can describe the relationship between the organelles in a cell and the functions of that cell and I can distinguish between autotrophic and heterotrophic cells.
Learning objective 7: I can describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
Learning objective 8: I can illustrate the cycling of matter and the flow of energy through photosynthesis.
Learning objective 9: I can illustrate the cycling of matter and the flow of energy through respiration.
Unit 3 Genetics and DNA
Standard 4: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.
Objective 3: Explain how the structure and replication of DNA are essential to heredity and protein synthesis.
Learning objective 10: I can use a model to describe the structure of DNA and explain the importance of DNA replication in cell reproduction.
Learning objective 11: I can summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
Objective 2: Predict and interpret patterns of inheritance in sexually reproducing organisms and Objective 1: Compare sexual and asexual reproduction.
Learning objective 12: I can compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.I can explain fertilization, Mendel’s laws of segregation, independent assortment, recombination between chromosomes and their role in genetic inheritance.
Learning objective 13: I can compare and contrast the steps of mitosis and meiosis
Learning objective 14: I can demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
Learning objective 15: I can formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations. I can research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
Learning objective 16: I can relate Mendelian principles to modern-day practice of plant/animal breeding as well as bioethical issues, and consider the role of science in determining public policy.
Unit 4 - Systems and Organ Structure
Standard 3: Students will understand the relationship between structure and function of organs and organ systems.
Objective 1: Describe the structure and function of organs.
Learning objective 17: I can diagram and label the structure of the primary components of representative organs in animals and describe their structure and function.
Learning objective 18: I can diagram and label the structure of the primary components of representative organs in plants and describe their structure and function.
Learning objective 19: I can compare the structure and function of organs and systems in one organism to the structure and function of organs in another organism.
Objective 2: Describe the relationship between structure and function of organ systems in plants and animals.
Learning objective 20: I can describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.
Learning objective 21: I can research and report on technological developments related to organs.
Unit 5 - Evolution and Classification Standard 5: Students will understand that biological diversity is a result of evolutionary processes.
Objective 1: Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.
Learning objective 22: I can cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures) and distinguish between observations and inferences in making interpretations related to evolution
Learning objective 23: I can relate the nature of science to the historical development of the theory of evolution. I can review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
Learning objective 24: I can identify the role of mutation and recombination in evolution.
Objective 2: Relate principles of evolution to biological diversity.
Learning objective 25: I can describe the effects of environmental factors on natural selection and relate genetic variability to a species’ potential for adaptation to a changing environment. I can relate reproductive isolation to speciation.
Learning objective 26: I can compare selective breeding to natural selection and relate the differences to agricultural practices.
Objective 3: Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.
Learning objective 27: I can explain how evolutionary relationships are related to classification systems.
Learning objective 28: I can classify organisms using a classification tool such as a key or field guide and generalize criteria used for classification of organisms.
Unit 6 - Ecosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.
Objective 1: Summarize how energy flows through an ecosystem.
Learning objective 29: I can Arrange components of a food chain according to energy flow and compare the quantity of energy in the steps of an energy pyramid.
Learning Objective 30: I can describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
Learning Objective 31: Research food production in various parts of the world (e.g., industrialized societies’ greater use of fossil fuel in food production, human health related to food product).
Learning Objective 32: I Can 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 and I can explain how water is a limiting factor in an ecosystem.
Learning Objective 33: I can evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods)
Learning Objective 34: Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
Learning Objective 35: I can Categorize relationships among living things according to predator-prey, competition, and symbiosis.
Learning Objective 36: I can investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail. I can Research and evaluate local and global practices that affect ecosystems.
Learning Objective 37: Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.