Access Biology 1 (#7920015) 

{ Biology 1 - 2000310 }


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Course Standards

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SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
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SC.912.E.7.In.1: Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them.
SC.912.E.7.Su.1: Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle.
SC.912.E.7.Pa.1: Recognize that clouds release rain (part of the water cycle).

SC.912.L.14.1: Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
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SC.912.L.14.In.1: Identify that all living things are made of cells and cells function in similar ways (cell theory).
SC.912.L.14.Su.1: Identify that the cell is the smallest basic unit of life and that all living things are made of cells.
SC.912.L.14.Pa.1: Match parts of common living things to their functions.

SC.912.L.14.2: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
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SC.912.L.14.In.2: Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions.
SC.912.L.14.Su.2: Recognize that cells have different parts and each has a function.
SC.912.L.14.Pa.1: Match parts of common living things to their functions.

SC.912.L.14.3: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
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SC.912.L.14.In.2: Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions.
SC.912.L.14.Su.2: Recognize that cells have different parts and each has a function.
SC.912.L.14.Pa.1: Match parts of common living things to their functions.

SC.912.L.14.4: Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.6: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
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SC.912.L.14.In.4: Describe common human health issues.
SC.912.L.14.Su.3: Recognize common human health issues.
SC.912.L.14.Pa.3: Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid.

SC.912.L.14.7: Relate the structure of each of the major plant organs and tissues to physiological processes.
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SC.912.L.14.In.5: Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants.
SC.912.L.14.Su.4: Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction.
SC.912.L.14.Pa.4: Recognize major plant parts, such as root, stem, leaf, and flower.

SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.52: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
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SC.912.L.15.In.1: Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
SC.912.L.15.Su.1: Match fossils to related species.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

SC.912.L.15.4: Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
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SC.912.L.15.In.2: Classify living organisms into their kingdoms.
SC.912.L.15.Su.2: Match organisms to the animal, plant, and fungus kingdoms.
SC.912.L.15.Pa.2: Sort common living things into plant and animal kingdoms.

SC.912.L.15.5: Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
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SC.912.L.15.In.2: Classify living organisms into their kingdoms.
SC.912.L.15.Su.2: Match organisms to the animal, plant, and fungus kingdoms.
SC.912.L.15.Pa.2: Sort common living things into plant and animal kingdoms.

SC.912.L.15.8: Describe the scientific explanations of the origin of life on Earth.
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SC.912.L.15.In.3: Identify that there are scientific explanations of the origin of life on Earth.
SC.912.L.15.Su.3: Recognize that there are scientific explanations of how life began.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

SC.912.L.15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
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SC.912.L.15.In.4: Recognize ways that the appearance of humans, their language, and their tools have changed over time.
SC.912.L.15.Su.4: Recognize that humans have changed in appearance over a very long period of time.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

SC.912.L.15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
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SC.912.L.15.In.5: Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection).
SC.912.L.15.Su.5: Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up.
SC.912.L.15.Pa.3: Recognize that animals produce offspring.

SC.912.L.15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
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SC.912.L.15.In.6: Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
SC.912.L.15.Su.1: Match fossils to related species.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation.
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SC.912.L.15.Su.6: Recognize that characteristics of the offspring of living things are sometimes different from their parents.
SC.912.L.15.Pa.4: Recognize differences in physical characteristics within a species of animals, such as different types of dogs.

SC.912.L.16.1: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
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SC.912.L.16.In.1: Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring.
SC.912.L.16.Su.1: Recognize characteristics (traits) that offspring inherit from parents.
SC.912.L.16.Pa.1: Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height.

SC.912.L.16.2: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
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Name Description
SC.912.L.16.In.2: Identify traits that plants and animals, including humans, inherit.
SC.912.L.16.Su.1: Recognize characteristics (traits) that offspring inherit from parents.
SC.912.L.16.Pa.1: Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height.

SC.912.L.16.3: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
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SC.912.L.16.In.3: Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
SC.912.L.16.Su.2: Recognize that all organisms have a substance called DNA with unique information.
SC.912.L.16.Pa.2: Recognize similarities in characteristics of plants and animals of the same type (species).

SC.912.L.16.4: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
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Name Description
SC.912.L.16.In.3: Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
SC.912.L.16.Su.2: Recognize that all organisms have a substance called DNA with unique information.
SC.912.L.16.Pa.2: Recognize similarities in characteristics of plants and animals of the same type (species).

SC.912.L.16.5: Explain the basic processes of transcription and translation, and how they result in the expression of genes.
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SC.912.L.16.In.3: Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
SC.912.L.16.Su.2: Recognize that all organisms have a substance called DNA with unique information.
SC.912.L.16.Pa.2: Recognize similarities in characteristics of plants and animals of the same type (species).

SC.912.L.16.8: Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
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SC.912.L.16.In.4: Identify that cancer can result when cells change or grow uncontrollably.
SC.912.L.16.Su.3: Recognize that cancer may result when cells change or grow too fast.
SC.912.L.16.Pa.3: Recognize that illness can result when parts of our bodies are not working properly.

SC.912.L.16.9: Explain how and why the genetic code is universal and is common to almost all organisms.
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Name Description
SC.912.L.16.In.3: Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism.
SC.912.L.16.Su.2: Recognize that all organisms have a substance called DNA with unique information.
SC.912.L.16.Pa.2: Recognize similarities in characteristics of plants and animals of the same type (species).

SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
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SC.912.L.16.In.5: Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques.
SC.912.L.16.Su.4: Recognize that new medicines and foods can be developed by science (biotechnology).
SC.912.L.16.Pa.4: Recognize a food.

SC.912.L.16.13: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
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SC.912.L.16.In.6: Describe the basic process of human development from fertilization to birth.
SC.912.L.16.Su.5: Recognize major phases in the process of human development from fertilization to birth.
SC.912.L.16.Pa.5: Recognize the sequence of human development from baby to child to adult.

SC.912.L.16.14: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
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SC.912.L.16.In.7: Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis).
SC.912.L.16.Su.6: Recognize that cells reproduce by dividing.
SC.912.L.16.Pa.6: Recognize that living things produce offspring (reproduce).

SC.912.L.16.16: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
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Name Description
SC.912.L.16.In.7: Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis).
SC.912.L.16.Su.6: Recognize that cells reproduce by dividing.
SC.912.L.16.Pa.6: Recognize that living things produce offspring (reproduce).

SC.912.L.16.17: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
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SC.912.L.16.Su.6: Recognize that cells reproduce by dividing.
SC.912.L.16.Pa.6: Recognize that living things produce offspring (reproduce).

SC.912.L.17.2: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
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SC.912.L.17.In.1: Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature.
SC.912.L.17.Su.1: Recognize that living things in bodies of water are affected by the location and depth of the water.
SC.912.L.17.Pa.1: Recognize common living things in bodies of water.

SC.912.L.17.4: Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
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SC.912.L.17.In.2: Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators.
SC.912.L.17.Su.2: Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate.
SC.912.L.17.Pa.2: Recognize what happens to plants and animals when they don’t get enough food or water.

SC.912.L.17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
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SC.912.L.17.In.2: Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators.
SC.912.L.17.Su.2: Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate.
SC.912.L.17.Pa.2: Recognize what happens to plants and animals when they don’t get enough food or water.

SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
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SC.912.L.17.In.4: Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity.
SC.912.L.17.Su.4: Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity.
SC.912.L.17.Pa.4: Recognize actions that are harmful to living things.

SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
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SC.912.L.17.In.5: Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun.
SC.912.L.17.Su.5: Identify producers, consumers, and decomposers in a simple food chain.
SC.912.L.17.Pa.5: Recognize that animals (consumers) eat animals and plants for food.

SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
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SC.912.L.17.In.7: Identify types of renewable and nonrenewable natural resources and explain the need for conservation.
SC.912.L.17.Su.7: Identify a way to conserve a familiar, nonrenewable, natural resource.
SC.912.L.17.Pa.6: Recognize the importance of clean water for living things.

SC.912.L.17.13: Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
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SC.912.L.17.In.8: Describe ways the lifestyles of individuals and groups can help or hurt the environment.
SC.912.L.17.Su.8: Identify ways individuals can help the environment.
SC.912.L.17.Pa.7: Recognize a way to help the local environment.

SC.912.L.18.1: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
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SC.912.L.18.In.1: Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms.
SC.912.L.18.Su.1: Recognize that humans use proteins, carbohydrates, and fats.
SC.912.L.18.Pa.1: Recognize that humans need different kinds of food.

SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis.
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SC.912.L.18.In.2: Identify the products and function of photosynthesis.
SC.912.L.18.Su.2: Recognize that the function of photosynthesis is to produce food for plants.
SC.912.L.18.Pa.2: Recognize that plants need water, light, and air to grow.

SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
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SC.912.L.18.In.3: Identify that cells release energy from food so the organism can use it (cellular respiration).
SC.912.L.18.Su.3: Recognize that cells get energy from food.
SC.912.L.18.Pa.3: Identify that food is a source of energy.

SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration.
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SC.912.L.18.In.4: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants.
SC.912.L.18.Su.4: Recognize that people and animals breathe in the oxygen that plants give off.
SC.912.L.18.Pa.2: Recognize that plants need water, light, and air to grow.

SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
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SC.912.L.18.In.5: Recognize that energy is stored in cells.
SC.912.L.18.Su.3: Recognize that cells get energy from food.
SC.912.L.18.Pa.3: Identify that food is a source of energy.

SC.912.L.18.11: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
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SC.912.L.18.In.6: Recognize that enzymes break down food molecules during the digestive process.
SC.912.L.18.Su.5: Recognize that food is broken down in digestion (use of enzymes).
SC.912.L.18.Pa.4: Recognize that saliva helps people eat when they chew.

SC.912.L.18.12: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
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SC.912.L.18.In.7: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth.
SC.912.L.18.Su.6: Identify the important role of water in sustaining life of plants and animals.
SC.912.L.18.Pa.5: Recognize that plants and animals use water to live.

SC.912.N.1.1: Define a problem based on a specific  body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 
  1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
  2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
  3. Examine books and other sources of information to see what is already known,
  4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
  5. Plan investigations, (Design and evaluate a scientific investigation).
  6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
  7. Pose answers, explanations, or descriptions of events,
  8. Generate explanations that explicate or describe natural phenomena (inferences),
  9. Use appropriate evidence and reasoning to justify these explanations to others,
  10. Communicate results of scientific investigations, and
  11. Evaluate the merits of the explanations produced by others.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on  critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
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SC.912.N.1.In.2: Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions.
SC.912.N.1.Su.2: Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results.
SC.912.N.1.Pa.2: Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.2.1: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
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SC.912.N.2.In.1: Identify examples of investigations that involve science.
SC.912.N.2.Su.1: Identify questions that can be answered by science.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

SC.912.N.2.2: Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
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SC.912.N.2.In.2: Distinguish between questions that can be answered by science and observable information and questions that can’t be answered by science and observable information.
SC.912.N.2.Su.1: Identify questions that can be answered by science.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

SC.912.N.3.4: Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.In.2: Identify examples of scientific laws that describe relationships in the natural world, such as Newton’s laws.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Su.2: Recognize examples of scientific laws that describe relationships in nature, such as Newton’s laws.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
HE.912.C.1.3 (Archived Standard): Evaluate how environment and personal health are interrelated.
Related Access Points
Name Description
HE.912.C.1.In.c: Explain how environment and personal health are interrelated, such as food options within a community and availability of recreational facilities.
HE.912.C.1.Su.c: Identify ways selected environmental factors can affect personal health, such as food options within a community and availability of recreational facilities.
HE.912.C.1.Pa.c: Recognize environmental factors and related personal health behaviors, such as having recreational facilities available and increased physical activity.

HE.912.C.1.5 (Archived Standard): Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
Related Access Points
Name Description
HE.912.C.1.In.e: Describe strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
HE.912.C.1.Su.e: Identify common strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease.
HE.912.C.1.Pa.e: Recognize selected strategies for prevention of common communicable diseases, such as sanitization, avoiding direct contact with infection, and proper disposal of hygiene products.

HE.912.C.1.7 (Archived Standard): Analyze how heredity and family history can impact personal health.
Related Access Points
Name Description
HE.912.C.1.In.g: Explain how heredity and family history can impact personal health, such as drug use, family obesity, heart disease, and mental health.
HE.912.C.1.Su.g: Describe ways personal health can be affected by heredity and family history, such as drug use, family obesity, heart disease, and mental health.
HE.912.C.1.Pa.g: Recognize ways personal health can be affected by heredity or family history, such as drug use, family obesity, heart disease, and mental health.

ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf.


VERSION REQUIREMENTS

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

Additional Instructional Resources:
A.V.E. for Success Collection:


General Information

Course Number: 7920015 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS BIOLOGY 1
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: Biology



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Biology (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Biology (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Biology (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Biology (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades General Science (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Biology (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 2066 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22549