Science Content Standards and Objectives 10th Grade Biology

Standard 1: Nature and Application of Science (SC.S.B.1)

Students will
 demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of
diverse cultures and scientists.
 demonstrate the ability to use the inquiry process to solve problems.
 relate science-technology-societal issues while using a variety of sources to construct and defend their solutions.

Essential Important Compact

SC.O.B.1.1 implement safe procedures and
practices when manipulating X
equipment, materials, organisms, and
models.

SC.O.B.1.2 formulate scientific explanations

based on historical observations and X
experimental evidence, accounting
for variability in experimental
results.

SC.O.B.1.3 conduct and/or design investigations

that incorporate the skills and X
attitudes and/or values of scientific
inquiry (e.g., established research
protocol, accurate record keeping,
replication of results and peer review,
objectivity, openness, skepticism,
fairness, or  creativity and logic.).
SC.O.B.1.4 design, conduct, evaluate and revise
experiments (e.g., compose a
question to be investigated, design a
controlled investigation that produces X
numeric data, evaluate the data in the
context of scientific laws and
principles, construct a conclusion
based on findings, propose revisions
to investigations based on
manipulation of variables and/or
analysis of error, or communicate and
defend the results and conclusions).

SC.O.B.1.5 draw conclusions from a variety of

data sources to analyze and interpret
systems and models (e.g., use graphs X
and equations to measure and apply
variables such as rate and scale,
evaluate changes in trends and
cycles, or  predict the influence of
external variances such as potential
sources of error, or interpret maps).

SCO.B.1.6 investigate, compare and design

scientific and technological
solutions to address personal X
and societal problems.
 SC.O.B.1.7 given current science-technology-
societal issues, construct and defend
potential solutions. X

SC.O.B.1.8 relate societal, cultural and economic

issues to key scientific innovations. X

SC.O.B.1.9 synthesize concepts across

various science disciplines to
better understand the natural X
world (e.g., form and function,
systems, and change over time.

Standard 2: Content of Science SC.S.B.2

Students will
 demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories, and models as
delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology
and the earth and space sciences.
 apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.

Essential Important Compact

SC.O.B.2.1 investigate and correlate the
properties of biological
| molecules to their function in X
biochemical pathways.

SC.O.B.2.2 relate the structure of cellular

organelles to their functions and X
interactions in eukaryotic cells.

SC.O.B.2.3 compare and contrast cell type:

prokaryotic/eukaryotic,
plant/animal, nerve/muscle,
archaea/bacteria. X

SC.O.B.2.4 relate the structure and

function of individual body X
systems to the overall
functioning of the organism.

SC.O.B.2.5 predict and assess responses of

organisms to internal and X
environmental stimuli.

SC.O.B.2.6 analyze the chemistry and fluid

mosaic model of the cell X
membrane as it relates to import
and export of molecules
necessary for life including
 osmosis, diffusion, active and
passive transport and dialysis.

SC.O.B.2.7 quantitatively analyze the flow

of energy through cellular
processes such as X
photosynthesis, cellular
respiration and fermentation.

SC.O.B.2.8 differentiate the mechanisms of

homeostasis in living systems
(negative and positive
feedback). X

SC.O.B.2.9 examine the processes of binary

fission, mitosis, and meiosis X
relate them to the number of
chromosomes and
production of daughter cells,
somatic cells, gametes, and
variation or lack of variations
within a species.

SC.O.B.2.10 use Punnett squares to predict

genotypic and phenotypic ratios
by applying Mendel’s Laws of X
Genetics in monohybrid and
dihybrid crosses, complete and
incomplete dominance,
codominance, sex-linked, and
 multiple alleles.

SC.O.B.2.11 analyze karyotypes and

pedigrees as diagnostic tools.
X
SC.O.B.2.12 construct and use models of
DNA to explain replication and

mutation. X

SC.O.B.2.13 differentiate the structure and X

function of messenger, transfer
and ribosomal RNA in the
process of transcription and
translation.

SC.O.B.2.14 research and debate the

application of DNA
technology in the context of
social, ethical and political X
issues.

SC.O.B.2.15 evaluate the evidence for

natural selection including X
speciation, fossil record
evidence, molecular
similarities and homologous
structures.
SC.O.B.2.16 evaluate the influence of the
historical social context on
the development of X
evolutionary theory.

SC.O.B.2.17 compare morphological,

cladistic and other X
classification systems
including domains, kingdoms
and other taxa.

SC.O.B.2.18 justify the placement of

viruses in the current X
classification systems

SC.O.B.2.19 examine the cycle of viruses

and compare disease
prevention, vaccination,
vector control, and drug X
therapy.

SC.O.B.2.20 evaluate environmental factors

that affect succession,
populations and communities. X

SC.O.B.2.21 propose ecosystem models

that incorporate interactions of
biotic and abiotic X
environmental variables in
 biogeochemical cycles.

SC.O.B.2.22 interpret changes in energy as

it flows through an ecosystem
to illustrate conservation of
energy in the energy pyramid, X
food web, and food chain.
SC.O.B.2.23 analyze interrelationships
of organisms within an
ecosystem: competition, predation,
symbiosis, mutualism, parasitism,
commensalism.
SC.O.B.2.24 analyze graphs, GIS data and
traditional maps reflecting
changes in population to X
predict limiting factors in
ecosystems as they determine
carrying capacity.

Fayette County Schools

Learning Map
Content Area: Biology
Grade 10 First Nine Weeks
Scientific Procedures Unit
 Key Learning/ Power Standard 11:
Power Standards The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe
data collection techniques, comparing the relationship between dependent and independent variables, and
carefully analyzing data to draw conclusions or revise experiments.

Benchmark CSOs SC.O.B.1.1 - implement safe
procedures and practices
when manipulating
equipment, materials,
organisms, and models.
Unit EQ
SC.O.B.1.4 - design, conduct, evaluate
and revise experiments: compose a
question to be investigated, design a
controlled investigation that produces
numeric data, evaluate the data in the
context of scientific laws and principles,
construct a conclusion based on findings,
propose revisions to investigations based
on manipulation of variables and/or
analysis of error, or communicate and
defend the results and conclusions.
How do scientists do science?
SC.O.B.1.5 - draw conclusions
from a variety of data sources to
analyze and interpret systems
and models: use graphs and
equations to measure and apply
variables such as rate and scale,
evaluate changes in trends and
cycles, or  predict the influence
of external variances such as
potential sources of error, or
interpret maps.

Textbook Prentice Hall Biology Chapter 1

Correlation
Lab
Activities/Resources 1. Lab Safety
a. http://www.hschem.org/Laboratory/labs.htm
b. http://www.hschem.org/Resources/labsafety.htm
c. http://mjksciteachingideas.com/safety.html
d. http://www.sciencespot.net/Pages/classgen.html
2. Scientific Inquiry
a. http://www.sciencespot.net/Pages/classgen.html#Anchor3
b. http://schools.utah.gov/curr/sci/GIST/Facinating%20Brine%20Shrimp.pdf
c. http://www.teachersnetwork.org/ntol/howto/science/isopodlab.htm
d. http://www.k12station.com/k12link_library.html?subject=NST&sub_cat=105323&final=105324
e. http://www.sciencespot.net/Pages/classgenlsn.html
f. http://www.cloudnet.com/~edrbsass/edsci.htm

Lesson EQ’s 1. Why is it important to 1. How do scientists conduct scientific experimentation?

implement safe
 procedures and
practices when
manipulating
equipment,
materials,
organisms, and
models?

Unit Vocabulary

controlled experiment dependent variable independent variable data

 Fayette County Schools
Learning Map
Content Area: Biology
Grade 10 First Nine Weeks
Biochemical Pathways Unit

Key Learning/ Power Power Standard 3:

Standards As students analyze the chemistry and processes of the fluid mosaic model of the cell membrane, they
will determine properties of biological molecules, relate the molecules to their functions in biochemical
pathways, and determine their movements necessary for sustaining life.

Benchmark CSOs SC.O.B. 2.1 – investigate and correlate the SC.O.B. 2.6 - analyze the chemistry and fluid
properties of biological molecules to their functionmosaic model of the cell membrane as it relates to
in biochemical pathways. import and export of molecules necessary for life
including osmosis, diffusion, active and passive
transport and dialysis.
Unit EQ How are biological molecules essential to maintaining homeostasis in living things?
Textbook Correlation Prentice Hall Biology Prentice Hall Biology
Chapter 2 Chapters 2 and 7
Lab Activities/Resources 1. Osmosis/Diffusion
a. http://www.the-aps.org/education/k12curric/activities/pdfs/halverson.pdf
b. http://www.biologycorner.com/worksheets/diffusionlab.html
c. http://pslc.ws/macrog/kidsmac/activity/bear.htm
d. http://www.ekcsk12.org/faculty/jbuckley/lelab/redonionosmosislab.html

Lesson EQ’s 1. How can biological molecules be
distinguished as to function, structure, and
formation?
2. What is the role of the biological molecules in
maintaining living cells?
1. How does the structure of the cell membrane
effect movement of molecules in and out of a
cell?
2. How do biological molecules move across the
cell membrane?
3. How do changes in levels of biological
molecules in cells effect homeostasis in
organisms?

Page 11 of 25
Unit Vocabulary

carbohydrate lipid protein nucleic acid organic glucose

homeostasis diffusion osmosis passive transport active transport enzyme
catalyst

Fayette County Schools

Learning Map
Content Area: Biology
Grade: 10 First Nine Weeks
Cells Alive Unit

Key Learning/ Power Standard 4: As students investigate various cell types and viruses, they will relate the structures to
Power Standards functions, research disease prevention, and evaluate classification systems.

Benchmark CSOs SC.O.B. 2.2 – relate the SC.O.B. 2.3 – SC.O.B. 2.18 – justify SC.O.B. 2.19 – examine the
structure of cellular compare and contrast the placement of cycle of viruses and compare
organelles to their cell types: viruses in the current disease prevention, vaccination,
functions and prokaryotic/eukaryotic classification systems vector control, and drug therapy.
interactions in eukaryotic , plant/animal,
cells. nerve/muscle,
archaea/bacteria, and
various body cells.

Unit EQ How do cells function in maintaining homeostasis in living organisms?

Textbook Prentice Hall Biology Prentice Hall Biology Prentice Hall Biology Chapter 19
Correlation Chapter 7 Chapters 7, 17, and 19
Lab 1. Cell Structure/Function
Activities/Resource a. http://www.teach-nology.com/teachers/lesson_plans/science/biology/cell/
s b. http://www.rlpage.com/labs/cell/cell_structure.pdf

Page 12 of 25
 c. http://serendip.brynmawr.edu/sci_edu/biosites.html#5

Lesson EQ’s 1. How are cells 1. How are cell types 1. How are viruses unique?
specialized in distinguished from
structure related to each other?
their function? 2. How does cell
2. How does the specialization
chemistry and occur?
structure of the cell
membrane allow
molecules to enter
and exit the cell?

Unit Vocabulary
specialization organelle differentiate prokaryote eukaryote
virus phage classification taxonomy

Fayette County Schools

Learning Map
Content Area: Biology
Grade10 Second Nine Weeks
Genetics and Reproduction Unit

Key Learning/ Power Standard 7:

Power Standards After an introduction to mitosis and meiosis, students will apply Mendel’s Laws and other diagnostic tools to
predict and analyze genetic variances; they will evaluate the influence that DNA has on inheritance as it relates
to a body’s development and maintenance; and justify or dispute the ethical implications of genetic engineering
as it applies to social and political issues.

Benchmark CSOs SC.O.B.2.9 – SC.O.B.2.10 – SC.O.B.2.11- SC.O.B.2.12 – SC.O.B. 2.13 - SC.O.B.2.14 -

examine the use Punnett analyze construct and differentiate the research and
processes of squares to predict karyotypes and use models of structure and debate the
binary fission, genotypic and pedigrees as DNA to explain function of application of
Page 13 of 25
 mitosis, and phenotypic ratios diagnostic replication and messenger, DNA technology
meiosis and by applying tools. mutation. transfer and in the context of
relate them to Mendel’s Laws of ribosomal RNA social, ethical
the number of Genetics in in the process of and political
chromosomes monohybrid and transcription and issues.
and production dihybrid crosses, translation.
of daughter complete and
cells, somatic incomplete
cells, gametes, dominance, co-
and variations or dominance, sex-
lack of variations linked, and
within a species. multiple alleles.
Unit EQ How is heredity controlled?

Textbook Prentice Hall Prentice Hall Prentice Hall Biology Prentice Hall Prentice Hall
Correlation Biology Biology Chapter 12 Biology Biology
Chapters 10 and 11 Chapter 11 Chapter 12 Chapters 13 and
14

techSteps Core Project: Human Genetics

Integration

Lab
Activities/Resources 1. Genetics
a. http://serendip.brynmawr.edu/sci_edu/waldron/
b. http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html
c. http://www.nlm.nih.gov/exhibition/harrypottersworld/pdf/teachersmonstergeneticslab.pdf
d. http://www.lessonplanspage.com/ScienceLivingPunnetSquareMartianGeneticsLab812.htm
2. DNA
a. http://www.nclark.net/DNAExtraction.html
b. http://www.nclark.net/CrimeInvestigation.html
c. http://www.nclark.net/DNA_RNA#Labs
d. http://www.nature.ca/genome/05/051/0511/0511_m205_e.cfm
e. http://teach.genetics.utah.edu/content/begin/traits/traitsrecipe.pdf
f. http://www.middleschoolscience.com/life.htm

Page 14 of 25
 1. How are new cells 1. How are traits 1. How is DNA the genetic 1. What role does 1. How can DNA
produced? inherited? code for all life? RNA play in technology be
2. How does cell genetics? useful in
reproduction making
relate to the personal
genetic continuity and/or societal
of an organism? decisions?

Unit Vocabulary

meiosis mitosis cell cycle segregation allele incomplete dominance

gamete gene genetics DNA RNA genetic engineering
diploid haploid somatic cell transcription translation independent assortment
co-dominance crossing over sex-linked double helix

Fayette County Schools

Learning Map
Content Area: Biology
Grade 10 Third Nine Weeks
Diversity Among Organisms

Key Learning/ Power Standard 8: Students will evaluate evidence for natural selection, incorporate this information as they
Power Standards compare various classifications systems, and determine historical social influences on the development of
scientific theories.

Page 15 of 25
 Benchmark CSOs SC.O.B.2.15 - evaluate the evidence for SC.O.B.2.16 - evaluate the influence of the SC.O.B.2.17 -
natural selection including speciation, fossil historical social context on the development compare
record evidence, molecular similarities and of evolutionary theory. morphological,
homologous structures. cladistic and
other
classification
systems
including
domains,
kingdoms and
other taxa.
Unit EQ How does natural selection relate to speciation and classification of organisms?

Textbook Prentice Hall Biology Prentice Hall

Correlation Chapters 15, 16, and 17 Biology
Chapter 18
Lab 1. Natural Selection
Activities/Resource a. http://www.nclark.net/Evolution
s b. http://www.biologycorner.com/worksheets/peppermoth_paper.html
c. http://biologyinmotion.com/evol/index.html
d. http://www.accessexcellence.org/AE/AEC/AEF/1995/wartski_natural.php
e. http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/bird_beak_hdt.pdf
2. Classification
a. http://www.pbs.org/wgbh/nova/teachers/activities/2905_link.html
b. http://www.indiana.edu/~ensiweb/lessons/clad.bag.html
c. http://jrscience.wcp.muohio.edu/lab/TaxonomyLab.html

Lesson EQ’s 1. How do speciation, fossil records, and 1. How does societal environment influence 1. How are
molecular and homologous structures the development of the theory of organisms
support natural selection? evolution? classified?
Unit Vocabulary

natural selection speciation homologous structures taxonomy classification evolution adaptation

vestigial Darwin binomial nomenclature cladogram

Page 16 of 25
 Fayette County Schools
Learning Map
Content Area: Biology
Grade 10 Third Nine Weeks
Response Unit

Key Learning/ Power Standard 8: Students will theorize about the effects of internal and environmental stimuli on the
Power Standards structures and systems of living organisms (simple and complex), and they will investigate the tendency of
organisms and ecosystems to maintain homeostasis.

Benchmark CSOs SC.O.B.2.8 – differentiate the
mechanisms of homeostasis in
living systems (negative and
positive feedback).
Unit EQ
SC.O.B.2.4 - relate the structure
and function of individual body
systems to the overall functioning of
the organism.
How is homeostasis maintained?
SC.O.B.2.5 – predict and assess
responses of organisms to
internal and environmental
stimuli.

Textbook Prentice Hall Biology Prentice Hall Biology Prentice Hall Biology
Correlation Chapters 34 and 35 Chapters 35 - 40 Chapters 1 and 34
Lab 1. Response/Homeostasis
Activities/Resource a. http://www.the-aps.org/education/k12curric/activities/pdfs/lyon.pdf
s b. http://www.the-aps.org/education/k12curric/activities/pdfs/pittis-fish.PDF
c. http://apps.caes.uga.edu/sbof/main/lessonPlan/earthWorm.pdf
d. http://www.lz95.org/lzhs/science/jhawkins/anatomyh/fall/ch1homeostasisactivity.pdf
e. http://www.isu.edu/biolearn/Lesson%20Plans/behavior/lessonplans/LessonAnimalBehavior.html
f. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P30/
g. http://www2.vernier.com/sample_labs/BWV-29-COMP-ventilation_heart_rate.pdf
h. http://www2.vernier.com/sample_labs/BWV-28-COMP-monitoring_ekg.pdf
Page 17 of 25
 Lesson EQ’s 1. How do organisms maintain 1. What must organisms do to stay 1. How do organisms respond?
homeostasis? alive?
Unit Vocabulary
stimuli response homeostasis negative/positive feedback
tissues organs organ systems

Fayette County Schools

Learning Map
Content Area: Biology
Grade 10 Fourth Nine Weeks
Cell Energy Unit

Key Learning/ Power Power Standard 5:

Standards Students will apply the conservation of energy theory as they calculate flow of matter and energy
through a food web, apply the absorption spectrum of photosynthetic pigments to the action spectrum
of photosynthesis, and estimate the efficiency cellular respiration and fermentation.
Benchmark CSOs SC.O.B.2.7 – quantitatively analyze the flow of SC.O.B.2.22 - interpret changes in energy as it
energy through cellular processes such as flows through an ecosystem to illustrate
photosynthesis, cellular respiration and conservation of energy in the energy pyramid, food
fermentation. web, food chain.
Unit EQ How is energy cycled through the environment?

Textbook Correlation Prentice Hall Biology Prentice Hall Biology

Chapters 8 and 9 Chapter 3
Lab Activities/Resources
1. Cell Energy
a. http://quest.arc.nasa.gov/smore/teachers/act10.html
b. http://www.biologycorner.com/worksheets/photosynthesis_rate.html
c. http://www.biologycorner.com/worksheets/photosynthesis_BTB.html
d. http://www.umsl.edu/~microbes/pdf/Swell%20Lab.pdf
Page 18 of 25
 e. http://www.bottlebiology.org/
f. http://www2.vernier.com/sample_labs/BWV-17-COMP-aerobic_respiration.pdf
g. http://www2.vernier.com/sample_labs/BWV-01-COMP-energy_food.pdf
h. http://www2.vernier.com/sample_labs/BWV-16B-COMP-temperature_fermentation.pdf
i. http://www2.vernier.com/sample_labs/BWV-12B-COMP-sugar_fermentation.pdf

Lesson EQ’s 1. What is the role of ATP in cellular activity? 1. Where does the energy for life come from?
2. How do plants produce energy? 2. How does energy flow through living systems?
3. How do organisms release energy from food?

Unit Vocabulary
autotroph heterotroph ATP glycolysis cellular respiration
Kreb’s Cycle producer consumer decomposer trophic level
carnivore herbivore omnivore food chain food web
ecosystem photosynthesis fermentation ecological pyramid

Fayette County Schools

Learning Map
Content Area: Biology
Grade10 Fourth Nine Weeks
Ecology Unit

Page 19 of 25
 Key Learning/ Power Standard 6:
Power Standards Students will propose models that incorporate
interactions of biotic and abiotic variables in the best
management practices that affect succession,
populations, and communities as they consider the
implications of the introduction of exotic species and
human activities in the biosphere.
Power Standard 12:
Students will use traditional tools and technology
to analyze population changes and determine
limiting factors as they assess complex
interactions of organisms within ecosystems based
interspecific and intraspecific variables.

Benchmark CSOs SC.O.B.2.20 - evaluate
environmental factors that
affect succession,
populations and
communities.
Unit EQ
SC.O.B.2.21 - propose
ecosystem models that
incorporate interactions of
biotic and abiotic
environmental variables in
biogeochemical cycles.
How do ecosystems change over time?
SC.O.B.2.23 - analyze SC.O.B.2.24 - analyze
interrelationships of graphs, GIS data and
organisms within an traditional maps
ecosystem : competition, reflecting changes in
predation, symbiosis, population to predict
mutualism, parasitism, limiting factors in
commensalism. ecosystems as they
determine carrying
capacity.

Textbook Prentice Hall Biology Chapters 3 through 6

Correlation
Lab 1. Ecosystems
Activities/Resource a. http://www.bottlebiology.org/
s b. http://www.biologycorner.com/worksheets/owlpellet.html
c. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P15/
d. http://www2.vernier.com/sample_labs/BWV-15-COMP-biodiversity_ecosystems.pdf
e. http://www2.vernier.com/sample_labs/BWV-20-COMP-watershed_testing.pdf
f. http://www2.vernier.com/sample_labs/BWV-14-COMP-interdependence_plants_animals.pdf
g. http://www2.vernier.com/sample_labs/BWV-21-COMP-physical_profile_lake.pdf
h. http://www2.vernier.com/sample_labs/BWV-18-COMP-acid_rain.pdf

Page 20 of 25
 Lesson EQ’s 1. What interactions 1. How does matter move 1. What interactions occur within communities?
occur within among the living and 2. How does population size change over time?
communities? nonliving parts of an
ecosystem?
2. How do biotic and
abiotic factors influence
an ecosystem?

Unit Vocabulary

biotic abiotic habitat niche symbiosis

mutualism parasitism commensalism predator ecological succession
biome ecosystem carrying capacity biosphere succession
population

Page 21 of 25
 Fayette County Schools
Learning Map
Content Area: Biology
Grade 10 Ongoing Integration
Current Science and Technology Unit

Key Learning/ Power Standard 2:

Power Standards Given a current science-technology-societal issue and using advanced technology tools, students will
collaborate to present experimental designs and construct and defend potential solutions.

Benchmark CSOs SC.O.B.1.7 - given current science-technology-societal issues, construct and defend potential solutions.

Unit EQ How can science and technology help predict solutions to problems?

Textbook Prentice Hall Biology

Correlation Chapter 1 and Technology and Society feature
21st Century
Online Resources
Lesson EQ’s 1. What is the role of science and technology in the 21 st Century?
Unit Vocabulary

Fayette County Schools

 Learning Map
Content Area: Biology
Grade 10 Ongoing Integration
Scientific History Unit

Key Learning/ Power Standard 10:

Power The student will gain an understanding innovation, invention, models, and methodologies as they research historical
Standards and cultural contributions in science; an inquiry process will provide explanations of how these contributions have
shaped the world we live in and lead to effective problem solving skills for the 21st century.

Benchmark SC.O.B.1.2 - formulate scientific SC.O.B.1.8 - relate societal, SC.O.B.1.3 - conduct and/or design
CSOs explanations based on historical cultural and economic issues to investigations that incorporate the skills and
observations and experimental key scientific innovations. attitudes and/or values of scientific inquiry:
evidence, accounting for established research protocol, accurate
variability in experimental results. record keeping, replication of results and
peer review, objectivity, openness,
skepticism, fairness, or  creativity and logic.
Unit EQ How have the history and culture of science shaped the world we live in and led to
effective 21st Century problem solving skills?
Textbook Prentice Hall Biology
Correlation Biology and History, Technology and Society, Problem Solving,
Analyzing Data, and Issues in Biology features
21st Century
Online
Resources
Lesson EQ’s 1. How does understanding the scientific past help prepare a 21 st Century problem solver?
Unit Vocabulary

Fayette County Schools

 Learning Map
Content Area: Biology
Grade 10 Ongoing Integration
The Job of Science Unit

Key Learning/ Power Standard 1:

Power Standards The student will explore various occupational opportunities in science, engineering and technology and
synthesize concepts and across various science disciplines as they investigate, compare and design solutions
to personal and societal problems.
Benchmark CSOs SC.O.B.1.9 - synthesize concepts across SC.O.B.1.6 - investigate, compare and design scientific and
various science disciplines to better understand technological solutions to address personal and societal
the natural world (e.g., form and function, problems.
systems, and change over time.
Unit EQ What is the goal of science?

Textbook Prentice Hall Biology Prentice Hall Biology

Correlation Chapter 1 Careers in Biology feature
21st Century
Online Resources
Lesson EQ’s 1. How are science and society related?
Unit Vocabulary
science technology

Revised June 2010