Bloom’s Taxonomy Level

Standard

Supporting Skills

(Analysis)

9-12.L.1.1.  Students are able to relate cellular functions and processes to specialized structures within cells.

• Transport

Examples: cell membrane, homeostasis

• Photosynthesis and respiration

Examples:

ATP-ADP energy cycle
Role of enzymes
Mitochondria
Chloroplasts

• Storage and transfer of genetic information

Examples:replication,       
         transcription, and   
          translation

• Cell life cycles

Examples:
somatic cells (mitosis),
germ cells (meiosis)

• explain how homeostasis is maintained within living

      systems (PROFICIENT)

• describe the relationship between structure and function
  (cells, tissues, organs, organ systems, and organism, population, community, ecosystem, biosphere)
   
• describe and give examples of chemical reactions required to sustain life (hydrolysis, dehydration, synthesis, ADP/ATP, role of  enzymes) (PROFICIENT)
   
• identify DNA as the structure that carries the genetic code (BASIC)

• relate cellular functions to specialized structures within

      cells  (Including: cytoplasm, nucleus, nucleolus,

      ribosomes, endoplasmic reticulum, Golgi apparatus,

      lysosomes, vacuoles, mitochondria, chloroplasts,

      cytoskeleton, centrioles, cell wall, cell membrane)

IN ADDITION TO STANDARDS COVERED IN THIS CHAPTER
THE INTRODUCTION TO TOPICS IN THIS CHAPTER PROVIDE THE BASIS
FOR COVERING THE FOLLOWING STANDARDS IN FOLLOWING CHAPTERS:
 

• distinguish between chromatin and chromosomes
   
• relate cell membrane structure with its role regulating

      what enters and leaves cell (Including: peripheral proteins,

      integral proteins)

• compare and contrast the mechanisms of different types

       of active and passive transport (Including:

      osmosis, diffusion, facilitated diffusion, ion channels,

      sodium-potassium pump, endocytosis (phagocytosis, 

      pinocytosis), and exocytosis)

• compare and contrast the effect on cells placed in a

      hypertonic, hypotonic, or isotonic solution (including:    

      plasmolysis, cytolysis)

• describe the relationships between the levels of

      organization in multicellular organisms

      (cells, tissues, organs, organ systems, and organism)            

      (PROFICIENT)

      (Tissue formation, development of new cells from original

      stem cells) (ADVANCED)

• predict how homeostasis is maintained within living systems
  (ADVANCED
   
• Explain the relationship of surface area to volume in

      determining cell size

• Arrange the events in the cell cycle in sequence and

      predict what happens next (Interphase-G1, G2, S;

      prophase, metaphase, anaphase, telophase, cytokinesis)

• Predict the outcome of changes in the cell cycle

      (ADVANCED)

• Compare and contrast the growth of cancer cells and

      normal cells

• Discuss the role of stem cells in medicine (Technology &

      Society- pg 253)

• arrange the events in the meiosis I and II in sequence and

      predict what happens next

• compare and contrast life cycles in somatic (mitosis) and

      germ cells (meiosis) PROFICIENT

• distinguish between haploid and diploid

• describe the early contributions of Frederick Griffith,

      Oswald Avery, Alfred Hershey/Martha Chase, Linus Pauling,
      Robert Corey, Rosalind Franklin, James Watson, Francis Crick,

      Sydney Brenner, Walter Gilbert that contributed to the understanding of
      DNA structure and function
 

• summarize the relationship between genes and DNA

• describe the structure of the DNA molecule and how it

      replicates, stores, and transfers genetic information

      replication, transcription, translation

• explain how protein production is regulated (operon)  (ADVANCED)
   

• describe and give examples of chemical reactions required

      to sustain life (hydrolysis, dehydration synthesis, role of

      enzymes) (PROFICIENT)

• explain how DNA determines protein formation

• describe the role of enzymes in replication, transcription,

      and translation

• explain the role of RNA in transcription and  translation

      (r-RNA, m-RNA, t-RNA)

• distinguish between introns and exons; codons and

      anticondons; 

(Application)

9-12.L.1.2.  Students are able to classify organisms using characteristics and evolutionary relationship of major taxa.

• Kingdoms Examples:  animals, plants, fungi, protista, monera
• Phyla  Examples: invertebrates,

vertebrates,

divisions of plants

Note: There is an ongoing scientific debate about the number of groupings and which organisms should be included in each.

·       distinguish between prokaryotic and eukaryotic cells

• distinguish between Animals, Plants, Fungi, Protists, Archaebacteria, & Eubacteria

(Analysis)

9-12.L.1.3.  Students are able to identify structures and function relationships within major taxa.

• Identify structures in Animals, Plants, Fungi, Protists, Archaebacteria, & Eubacteria

Bloom’s Taxonomy Level

Standard

Supporting Skills

(Evaluation)

9-12.N.1.1.  Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations.

Examples: telescope, birth control pill, penicillin, electricity 

Examples: spontaneous generation, relativity, geologic time

·        Recognize scientific knowledge is not merely a set of static facts but a dynamic and affords the best current explanations 

·        Discuss how progress in science can be affected by social issues, like not funding stem cell research, ethics of Preimplantation Genetic Diagnosis and stem cell transplants

Bloom’s Taxonomy Level

Standard

Supporting Skills

(Synthesis)

9-12.N.2.1.  Students are able to apply science process skills to design and conduct student investigations.

Examples:

Computer-based data collection

Graphical analysis and representation

Use appropriate technology to display data (i.e. spreadsheets, PowerPoint, web).

• Identify the questions and concepts to guide the development of hypotheses.
• Analyze primary sources of information to guide the development of the procedure.

·         Select and use appropriate instruments to extend observations and measurements

• Revise explanations and models based on evidence and logic.
• Use technology and mathematic skills to enhance investigations, communicate results, and defend conclusions.

Example:

·         computer-based data collection

·         graphical analysis and representation

·         use appropriate technology to display data

-         spreadsheets

-          PowerPoint

-          Web

(Application)

9-12.N.2.2. Students are able to practice safe and effective laboratory techniques.

·        Handle hazardous materials properly.

·        Use safety equipment correctly.

·        Practice emergency procedure.

·        Wear appropriate attire.

·        Practice safe behaviors.

Bloom’s Taxonomy Level

Standard

Supporting Skills

(Comprehension)

9-12.E.1.1.  Students are able to explain how elements and compounds cycle between living and non-living systems.

• Diagram and describe the N, C, O and H₂O cycles.
• Describe the importance of the N, C, O and H₂O cycles to life on this planet.

Examples: water cycle including evaporation, cloud formation, condensation.

·        Chapter 2 introduction of basic concepts needed to later address standards in Chapter 3:

·        Describe the structure of an atom

·        Associate the relationship between the  structure of an atom and the structure of a molecule

·        Grasp polarity as a property of water and how it applies to water’s solubility

·        Distinguish carbon-containing compounds like carbohydrates, nucleic acids, proteins, and lipids

Advanced

High school students performing at the advanced level:

• given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation;

Proficient

High school students performing at the proficient level:

• given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation;

Basic

High school students performing at the basic level:

• describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations;
• given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Proficient

High school students performing at the proficient level:

• explain how H₂0, N, C, and O cycle between living and non-living systems;

Basic

High school students performing at the basic level:

• given pictorial representations of  the H₂0 and C cycles, explain how elements and compounds move between living and nonliving systems;