Click on the state link(s) to view the details...
Alabama...
| Grade | 9-12 | | Standard | 17 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
| Grade | 9-12 | | Standard | 18 | Analyze relationships among cell structure, function, and organization in prokaryotes and eukaryotes. | | Benchmark | | |
| Grade | 9-12 | | Standard | 18 | Analyze factors that can affect cellular activities. Molecular factors, environmental factors, and structural factors. | | Benchmark | | |
| Grade | 9-12 | | Standard | 19 | Analyze the process by which cells become specialized even though DNA is identical in every cell within an organism. | | Benchmark | | |
| Grade | 9-12 | | Standard | 19 | Analyze the process of photosynthesis. Raw materials and end products; Structure and function of pigments; Absorption of photo-activating wavelengths; ATP synthesis; C3 and C4 metabolism. | | Benchmark | | |
| Grade | 9-12 | | Standard | 20 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
| Grade | 9-12 | | Standard | 21 | Analyze and justify artists’ intentions and purposes in selected works of art. | | Benchmark | | |
| Grade | 9-12 | | Standard | 21 | Analyze factors that can affect cellular activities. Molecular factors, environmental factors, and structural factors. | | Benchmark | | |
| Grade | 9-12 | | Standard | 22 | Differentiate among cells undergoing the stages of mitosis and meiosis. | | Benchmark | | |
| Grade | 9-12 | | Standard | 30 | Determine how the human body integrates functions within and among various maintenance systems: endocrine, cardiovascular, digestive, respiratory, excretory, lymphatic, immune. | | Benchmark | | |
| Grade | 9-12 | | Standard | 33 | Explain the transfer of information from parents to offspring through genes within DNA molecules. | | Benchmark | | |
Alaska...
| Grade | 9-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 10 | Understand that living things are made up mostly of cells and that all life processes occur in cells. (Cells). |
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 10 | Understand that living things are made up mostly of cells and that all life processes occur in cells. (Cells). |
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 9 | Understand the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems. (Flow of Matter and Energy). |
Arizona...
| Grade | 9-12 | | Standard | 2 | Understand the molecular basis of heredity and resulting genetic diversity. | | Benchmark | PO1 | Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. |
| Grade | 9-12 | | Standard | 5 | Understand the interactions of energy and matter. | | Benchmark | PO1 | Describe various ways in which matter and energy interact (e.g., photosynthesis, phase change). |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO2 | Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. |
| Grade | 9-12 | | Standard | 2 | Understand the molecular basis of heredity and resulting genetic diversity. | | Benchmark | PO2 | Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis. |
| Grade | 9-12 | | Standard | 2 | Understand the molecular basis of heredity and resulting genetic diversity. | | Benchmark | PO4 | Describe how meiosis and fertilization maintain genetic variation. |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO4 | Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells: passive transport; active transport. |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO5 | Describe the purposes and processes of cellular reproduction. |
Arkansas...
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply, and evaluate the knowledge of physical systems. | | Benchmark | ES.2.2 | Understand that the sun is the source of energy for the solar system. |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.15 | Compare cells from different parts of plants including roots, stems, and leaves, to show specialization of structure and function. |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.2 | Investigate and identify cellular processes, including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, synthesis of new molecules, and cell division. |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.2 | Investigate and identify cellular processes, including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, synthesis of new molecules, and cell division. |
California...
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | a | Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. |
| Grade | 9-12 | | Standard | 4 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | a | Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. |
| Grade | 9-12 | | Standard | 5 | The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. | | Benchmark | a | Students know the general structures and functions of DNA, RNA, and protein. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | a | Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | b | Students know enzymes are proteins that catalyze biochemical reactons without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. |
| Grade | 9-12 | | Standard | 4 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | b | Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. |
| Grade | 9-12 | | Standard | 5 | The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. | | Benchmark | b | Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | b | Students know only certain cells in a multicellular organism undergo meiosis. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | c | Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | c | Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. |
| Grade | 9-12 | | Standard | 4 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | c | Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | d | Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | d | Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization). |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | e | Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | e | Students know why approximately half of an individual’s DNA sequence comes from each parent. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | f | Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. |
| Grade | 9-12 | | Standard | 4 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | f | Students know why proteins having different amino acid sequences typically have different shapes and chemical properties. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | g | Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | h | Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | I | Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | j | Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both. |
Colorado...
| Grade | 9-12 | | Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. | | Benchmark | Grade Level Expectation | Comparing and contrasting the processes of photosynthesis and respiration (for example, in terms of energy and products). |
| Grade | 9-12 | | Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. | | Benchmark | Grade Level Expectation | Explaining how simple molecules can be built into larger molecules within organisms (for example, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis). |
| Grade | 9-12 | | Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. | | Benchmark | Grade Level Expectation | Describing cellular organelles and their function |
| Grade | 9-12 | | Standard | 3.4 | Students know and understand how organisms change over time in terms of biological evolution and genetics. | | Benchmark | Grade Level Expectation | Describe the general structure and function of the gene (DNA) and its role in heredity and protein synthesis (for example, replication of DNA and the role of RNA in protein synthesis). |
| Grade | 9-12 | | Standard | 3.4 | Students know and understand how organisms change over time in terms of biological evolution and genetics. | | Benchmark | Grade Level Expectation | Comparing and contrasting the purpose and process of cell division (mitosis) with the production of sex cells (meiosis). |
Connecticut...
| Grade | 10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell. | | Benchmark | D28 | Describe the general role of DNA in protein synthesis and cell reproduction. |
| Grade | 10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell. | | Benchmark | D29 | Describe the flow of matter and energy in the processes of photosynthesis and cell respiration. |
| Grade | 10 | | Standard | 10.4 | In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents. | | Benchmark | D36 | Explain the usefulness of meiosis in maintaining organisms’ genetic variability. |
| Grade | 9-10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell | | Benchmark | D29 | Describe the flow of matter and energy in the processes of photosynthesis and cell respiration. |
| Grade | 9-10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell | | Benchmark | D30 | Explain the role of the cell membrane in maintaining a constant internal environment. |
Delaware...
| Grade | 9-10 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 2 | Cells have distinct and separate structures (organelles) which perform and monitor processes essential for survival of the cell (e.g., energy production, waste disposal, synthesis of new molecules, storage of genetic material). The highly specific function of each organelle is directly related to its structure. |
| Grade | 9-10 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 2 | Plant cells contain plastids which convert light energy into chemical energy through the process of photosynthesis. This chemical energy is used by the plants to convert carbon dioxide and water into high energy food molecules such as lipids and carbohydrates. Photosynthesis adds oxygen to the atmosphere and removes CO2 . |
| Grade | 9-10 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 3 | The cell membrane defines the boundary of the cell and regulates the passage of materials into and out of the cell. Transport mechanisms across the membrane are dependent on membrane structure and concentration gradients. |
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 1 | Cells are the fundamental structural and functional units of all living organisms. Cells take highly varied forms in different plants, animals, and microorganisms. Structural variations among cells determine the function each cell performs. |
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 1 | Cells carry out a variety of chemical transformations which allow conversion of energy from one form to another, the breakdown of molecules into smaller units, and the building of larger molecules from smaller ones. Most of these transformations are made possible by protein catalysts called enzymes. |
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 2 | Cells have distinct and separate structures (organelles) which perform and monitor processes essential for survival of the cell (e.g., energy production, waste disposal, synthesis of new molecules, storage of genetic material). The highly specific function of each organelle is directly related to its structure. |
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 3 | All organisms including plants, use the process of cellular respiration to transform high energy food molecules produced during photosynthesis into energy. The energy produced is stored in the phosphate linkages of ATP and is used by organisms to conduct their life processes. Cellular respiration may require oxygen and adds carbon dioxide to the atmosphere. |
| Grade | 9-12 | | Standard | 7 | The natural world consists of a diversity of organisms that transmit their characteristics to future generations. Students will study how living things reproduce, develop, and transmit traits, and how theories of evolution explain the unity and diversity of species found on Earth. Students will also study how knowledge of genetics, reproduction, and development is being applied to improve agriculture and human health. | | Benchmark | 4 | Cells store and use information to guide their functions. DNA molecules in each cell carry coded instructions for synthesizing protein molecules. The protein molecules have important structural and regulatory functions. |
District of Columbia...
| Grade | 9-11 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over time. | | Benchmark | Performance Standard | Understand the functions of the cell and the specialized parts that perform them. |
| Grade | 9-11 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over time. | | Benchmark | Performance Standard | Describe the involvement of DNA, RNA and protein in cell function, growth, division and differentiation. |
| Grade | 9-12 | | Standard | 2 | Each student observes and investigates organisms, their characteristics, life cycles and environments. | | Benchmark | Performance Standard | Explains metabolic processes and energy transfers that occur in organisms. |
| Grade | 9-12 | | Standard | 2 | Each student observes and investigates organisms, their characteristics, life cycles and environments. | | Benchmark | Performance Standard | Demonstrates an understanding of cells as the basic structure of all living things and have specialized parts that perform specific functions. |
Florida...
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.1 | Knows that the body processes involve specific biochemical reactions governed by biochemical principles. |
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.3 | Knows that membranes are sites for chemical synthesis and essential energy conversions. |
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.5 | Knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. |
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.7 | Knows that organisms respond to internal and external stimuli. |
| Grade | 9-12 | | Standard | 2 | The student understands the process and importance of genetic diversity. | | Benchmark | SC.F.2.4.2 | Knows that every cell contains a “blueprint” coded in DNA molecules that specify how proteins are assembled to regulate cells. |
Georgia...
| Grade | 9-12 | | Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell | | Benchmark | a | Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. |
| Grade | 9-12 | | Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell | | Benchmark | a | Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. |
| Grade | 9-12 | | Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell | | Benchmark | b | Explain how enzymes function as catalysts. |
| Grade | 9-12 | | Standard | SB2 | Students will analyze how biological traits are passed on to successive generations. | | Benchmark | b | Explain the role of DNA in storing and transmitting cellular information. |
Hawaii...
| Grade | 9-12 | | Standard | 5 | Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. | | Benchmark | Grade Cluster Benchmark | Describe the process of photosynthesis and the transformation of energy. |
| Grade | 9-12 | | Standard | 8 | Students describe how variations in biological traits are passed on to successive generations. | | Benchmark | Grade Cluster Benchmark | Analyze the structure and function of DNA and its role in information transfer from one generation to the next, including Laws of Heredity. |
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Describe and explain the structure and functions of cells. |
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Identify the complex interactions among the different kinds of molecules in the cell that cause distinct cycles of activities, such as growth and division. |
Idaho...
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | a | Know that cells have particular structures that underlie their functions. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | b | Know that most cell functions involve chemical reactions. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | c | Know that cells store and use information in the form of DNA to guide their functions. |
| Grade | 9-12 | | Standard | 653.01 | Understand the relationship between matter, energy, and organization to trace matter as it cycles and energy as it flows through living systems and between living systems and the environment. | | Benchmark | c | Know that the energy for life is primarily derived from the sun through photosynthesis. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | d | Know that cell functions are regulated by expressed genes that provide code for the synthesis of proteins. |
| Grade | 9-12 | | Standard | 651.02 | Understand the form and function of DNA. | | Benchmark | d | Know that changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism whereas others can change cells and organisms. Only mutations in gametes can create the variation that changes an organism’s off-spring. |
Illinois...
| Grade | 11-12 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.5a | Explain changes within cells and organisms in response to stimuli and changing environmental conditions (e.g., homeostasis, dormancy). |
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.4b | Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. |
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.4b | Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. |
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.5b | Analyze the transmission of genetic traits, diseases and defects. |
Indiana...
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.10 | Recognize and explain that macromolecules such as lipids contain high energy bonds as well. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.12 | Compare and contrast the form and function of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.2 | Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.3 | Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.4 | Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.6 | Show that a living cell is composed mainly of a small number of chemical elements – carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur. Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.8 | Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis. |
Iowa...
| Grade | 10-12 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 1 | Cells are composed of a variety of specialized structures that carry out specific functions. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 2 | The student understands that cell functions involve specific chemical reactions. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 2 | Most cell functions involve specific chemical reactions. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 3 | Cells function and replicate as a result of information stored in DNA and RNA molecules. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 4 | Some plant cells contain chloroplasts, which are the sites of photosynthesis. |
Kentucky...
| Grade | 8-11 | | Standard | SC-H-3.1.1 | Cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions. | | Benchmark | | |
| Grade | 8-11 | | Standard | SC-H-3.1.2 | Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell. | | Benchmark | | |
| Grade | 8-11 | | Standard | SC-H-3.1.5 | Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-H-3.1.1 | Cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-H-3.1.2 | Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-H-3.1.3 | Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. | | Benchmark | | |
Louisiana...
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-A1 | Observing cells, identifying organelles, relating structure to function, and differentiating among cell types. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-A2 | Demonstrating a knowledge of cellular transport. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-B1 | Explaining the relationship among chromosomes, DNA, genes, RNA, and proteins. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-B2 | Comparing and contrasting mitosis and meiosis. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-E1 | Comparing and contrasting photosynthesis and cellular respiration; emphasizing heir relationships. |
Maine...
| Grade | 9-12 | | Standard | C | Students will understand that cells are the basic units of life. | | Benchmark | 1 | Relate the parts of a cell to its function. |
| Grade | 9-12 | | Standard | B | Students will understand how living things depend on one another and on non-living aspects of the environment. | | Benchmark | 2 | Compare the process of photosynthesis and respiration, and describe the factors that effect them. |
| Grade | 9-12 | | Standard | C | Students will understand that cells are the basic units of life. | | Benchmark | 2 | Illustrate how cells replicate and transmit information, including the roles of DNA and RNA. |
| Grade | 9-12 | | Standard | C | Students will understand that cells are the basic units of life. | | Benchmark | 3 | Discuss the function of the important "molecules of life" proteins (including enzymes and hormones), carbohydrates, lipids, and nucleic acids. |
Maryland...
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.1 | Explain that most life functions involve chemical reactions regulated by information stored within the cell and may be influenced by the cell’s response to its environment. The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins). |
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.2 | The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3) The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1) |
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.2 | The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3) The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1) |
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.4 | Explain how traits are inherited and passed from one generation to the next (i.e., from parental DNA, RNA to gross anatomical traits of offspring). The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). (CLG 3.3.1) The student will illustrate and explain how expressed traits are passed from parent to offspring (phenotypes, dominant and recessive traits, sex-linked traits, genotypes, punnett square). (CLG 3.3.2) The student will explain how a genetic trait is determined by the code in a DNA molecule (definition of gene, structure of DNA, sequence of bases directing protein formation, proteins). (CLG 3.3.3) The student will describe the effect of gene alteration on an organism and/or a population (mutations, chromosome number, cloning, genetic recombination). (CLG 3.3.4) |
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.8 | Explain the correlation between the structure and function of biologically important molecules and their relationships to life processes. The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins). (CLG 3.1.1) The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will analyze the relationships among organisms and between organisms and abiotic factors (abiotic/boitic factors: space, soil, water, air, temperature, food, light, organisms; relationships: predator – prey, parasite – host, mutualism, commensalism). (CLG 3.5.1) |
Massachusetts...
| Grade | 9-10 | | Standard | 1 | Living things are made of atoms bonded together to form organic molecules. | | Benchmark | 1.1 | Explain the significance of carbon in organic molecules. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.1 | Relate cell parts/organelles to their functions. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.10 | Describe and compare the processes of mitosis and meiosis, and their role in the cell cycle |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.2 | Differentiate between prokaryotic cells and eukaryotic cells, in terms of their general structures and degrees of complexity.* |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.5 | Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.6 | Identify the reactants and products in the general reaction of photosynthesis. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.8 | Identify how cellular respiration is important for the production of ATP. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.9 | Explain the interrelated nature of photosynthesis and cellular respiration |
| Grade | 9-10 | | Standard | 3 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | 3.1 | Describe the structure and function of DNA, and distinguish among replication, transcription, and translation.*. |
| Grade | 9-10 | | Standard | 3 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | 3.2 | Describe the processes of replication, transcription, and translation and how they relate to each other in molecular biology. |
| Grade | 9-12 | | Standard | 1 | Living things are made of atoms bonded together to form organic molecules. | | Benchmark | 1.3 | Describe the composition and functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). |
| Grade | 9-12 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.1 | Relate cell parts/organelles to their functions. |
Michigan...
| Grade | 9-12 | | Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: | | Benchmark | 1 | Explain how multicellular organisms grow, based on how cells grow and reproduce. |
| Grade | 9-12 | | Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: | | Benchmark | 2 | Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
| Grade | 9-12 | | Standard | III.2.3 | All students will investigate and explain how living things obtain and use energy: | | Benchmark | 3 | Explain the process of food storage and food use in organisms. |
Minnesota...
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 1 | The student will relate cellular structures to their functions. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 3 | The student will explain the role of the cell membrane as a highly selective barrier in diffusion, osmosis and active transport. |
| Grade | 9-12 | | Standard | IV.D | The student will explain how inherited characteristics are encoded by genes. | | Benchmark | 3 | The student will describe the structure and function of DNA and distinguish between replication, transcription and translation. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 4 | The student will describe the role of enzymes as catalysts in metabolism and cellular synthesis of new molecules. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 5 | The student will differentiate between the processes of photosynthesis and respiration in terms of energy flow, reactants and products |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 6 | The student will describe and compare the processes of mitosis and meiosis and their roles in the cell cycle. |
Mississippi...
| Grade | 9-12 | | Standard | 5 | Investigate the principles, mechanisms, and methodology of classica and molecular genetics. | | Benchmark | a | Compare and contrast the molecular structures of DNA and RNA as they relate to replication, transcription, and translation. |
| Grade | 9-12 | | Standard | 3 | Investigate cell structures, functions, and methods of reproduction. | | Benchmark | a | Differentiate between prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | a | Describe the structure of ATP and its importance in life processes. |
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | B | Examine, compare, and contrast the basic processes of photosynthesis and cellular respiration. |
| Grade | 9-12 | | Standard | 5 | Investigate the principles, mechanisms, and methodology of classica and molecular genetics. | | Benchmark | b | Identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes. |
| Grade | 9-12 | | Standard | 2 | Identify ways of preventing and controlling disease. | | Benchmark | e | Compare the structure, properties and functions of carbohydrates, lipids, proteins and nucleic acids in living organisms. |
| Grade | 9-12 | | Standard | 3 | Investigate cell structures, functions, and methods of reproduction. | | Benchmark | e | Relate cell membrane structure to its function in passive and active transport. |
| Grade | 9-12 | | Standard | 2 | Investigate the biochemical basis of life. | | Benchmark | f | Explain how enzymes work and identify factors that can affect enzyme action. |
| Grade | 9-12 | | Standard | 3 | Investigate cell structures, functions, and methods of reproduction. | | Benchmark | f | Describe the main events in the cell cycle and cell mitosis including differences in plant and animal cell divisions. |
Missouri...
| Grade | K-12 | | Standard | 3 | In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of characteristics and interactions of living organisms. | | Benchmark | | |
| Grade | K-12 | | Standard | 3 | Characteristics and interactions of living organisms. | | Benchmark | | |
Montana...
| Grade | 9-12 | | Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. | | Benchmark | 1 | Investigate and use appropriate technology to demonstrate that all cells have common features as well as differences that determine function and that they are composed of common building blocks (e.g., proteins, carbohydrates, nucleic acids, lipids). |
| Grade | 9-12 | | Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. | | Benchmark | 2 | Describe and explain the complex processes involved in energy use in cell maintenance, growth, repair and development. |
| Grade | 9-12 | | Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. | | Benchmark | 3 | Model the structure of DNA, protein synthesis, and the molecular basis of heredity and how it contributes to the diversity of life. |
Nebraska...
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe the form and function of subcellular structures that regulate cell activities. |
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe cell functions (e.g., photosynthesis, respiration, cell division). |
Nevada...
| Grade | 9-12 | | Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | 6.12.4 | Investigate and describe how every cell is covered by a cell membrane and most cells also have specialized parts for the transport of materials, energy, transfer, protein building, waste disposal, information feedback, and movement. |
| Grade | 9-12 | | Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | 6.12.4 | Investigate and describe how every cell is covered by a cell membrane and most cells also have specialized parts for the transport of materials, energy, transfer, protein building, waste disposal, information feedback, and movement. |
| Grade | 9-12 | | Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | 6.12.5 | In photosynthesis, plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water to form energy rich compounds and oxygen. |
New Hampshire...
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Explain how cells use nutrients as a source of energy, e.g. respiration |
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Describe how essential materials enter cells and how waste and other materials leave the cell, e.g. diffusion, osmosis |
| Grade | 7-10 | | Standard | 3a | Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection. | | Benchmark | Proficiency Standard | Describe how genetic material is passed from parent to offspring during asexual and sexual reproduction, e.g. mitosis, meiosis. |
| Grade | 7-10 | | Standard | 3d | Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals. | | Benchmark | Proficiency Standard | Describe the major functions of the living cell and discuss how different groups of cells perform interrelated functions in any organism. |
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Compare the transformation of matter and energy during photosynthesis and respiration. |
New Jersey...
| Grade | 9-12 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A1 | Relate the structure of molecules to their function in cellular structure and metabolism. |
| Grade | 9-12 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A2 | Explain how plants convert light energy to chemical energy. |
| Grade | 9-12 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A3 | Describe how plants produce substances high in energy content that become the primary source of energy for life. |
New Mexico...
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 1 | Know that cells are made of proteins composed of combinations of amino acids. |
| Grade | 9-12 | | Standard | II | Understand the genetic basis for inheritance and the basic concepts of biological evolution. | | Benchmark | 1 | Know how DNA carries all genetic information in the units of heredity called genes, including: the structure of DNA (e.g., subunits A, G, C, T); information-preserving replication of DNA; alteration of genes by inserting, deleting, or substituting parts of DNA. |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 2 | Know that specialized structures inside cells in most organisms carry out different functions, including: parts of a cell and their functions (e.g., nucleus, chromosomes, plasma, and mitochondria); storage of genetic material in DNA; similarities and differences between plant and animal cells; prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 3 | Describe the mechanisms for cellular processes (e.g., energy production and storage, transport of molecules, waste disposal, synthesis of new molecules). |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 4 | Know how the cell membrane controls which ions and molecules enter and leave the cell based on membrane permeability and transport (i.e., osmosis, diffusion, active transport, passive transport). |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 6 | Know that DNA directs protein building (e.g., role of RNA). |
| Grade | 9-12 | | Standard | I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 7 | Understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide, and water into chemical energy). |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 7 | Describe how most cell functions involve chemical reactions, including: promotion or inhibition of biochemical reactions by enzymes; processes of respiration (e.g., energy production, ATP); communication from cell to cell by secretion of a variety of chemicals (e.g., hormones). |
New York...
| Grade | 9-12 | | Standard | 5 | Organisms maintain a dynamic equilibrium that sustains life. | | Benchmark | Performance Indicator | Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. |
| Grade | 9-12 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). |
| Grade | 9-12 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). |
North Carolina...
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.01 | Compare and contrast the structure and functions of the following organic molecules: Carbohydrates. Proteins. Lipids. Nucleic acids. |
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.02 | Investigate and describe the structure and functions of cells including: Cell organelles. Cell specialization. Communication among cells within an organism. |
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.03 | Investigate and analyze the cell as a living system including: Maintenance of homeostasis. Movement of materials into and out of cells. Energy use and release in biochemical reactions. |
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.04 | Investigate and describe the structure and function of enzymes and explain their importance in biological systems. |
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.05 | Investigate and analyze the bioenergetic reactions: Aerobic Respiration. Anaerobic Respiration. Photosynthesis. |
| Grade | 9-12 | | Standard | 3 | The learner will develop an understanding of the continuity of life and the changes of organisms over time. | | Benchmark | 3.01 | Analyze the molecular basis of heredity including: DNA replication; protein synthesis (transcription, translation); gene regulation. |
North Dakota...
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.1 | Understand the structure and function of cells and their components. |
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.3 | Understand the molecular basis of heredity. |
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.6 | Understand the role of matter and energy in the organization of living systems. |
Ohio...
| Grade | 10 | | Standard | A | Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. | | Benchmark | 1 | Explain that living cells: a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur); b. are the basic unit of structure and function of all living things; c. come from pre-existing cells after life originated, and d. are different from viruses. |
| Grade | 10 | | Standard | D | Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). | | Benchmark | 10 | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). |
| Grade | 10 | | Standard | A | Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. | | Benchmark | 2 | Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. |
| Grade | 10 | | Standard | B | Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. | | Benchmark | 3 | Explain the characteristics of life as indicated by cellular processes including: a. homeostasis b. energy transfers and transformation. c. transportation of molecules. d. disposal of wastes. synthesis of new molecules. |
| Grade | 10 | | Standard | B | Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. | | Benchmark | 4 | Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells. |
| Grade | 10 | | Standard | C | Explain the genetic mechanisms and molecular basis of inheritance. | | Benchmark | 5 | Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. |
| Grade | 12 | | Standard | A | Explain how processes at the cellular level affect the functions and characteristics of an organism. | | Benchmark | 1 | Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism. |
| Grade | 12 | | Standard | A | Explain how processes at the cellular level affect the functions and characteristics of an organism. | | Benchmark | 3 | Explain that the sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. |
Oklahoma...
| Grade | 9-12 | | Standard | 5 | Living systems require a continuous input of energy to maintain their chemical and physical organizations. | | Benchmark | 1 | The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). |
| Grade | 9-12 | | Standard | 1 | Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. | | Benchmark | 1 | Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. |
Oregon...
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Identify unique structures in cells from plants, animals, and prokaryotes. |
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Describe the structure of DNA and the way that DNA functions to control protein synthesis. |
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Describe, explain, and compare the structure and functions of cells in organisms. |
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Identify cell organelles and state how their activities contribute to a particular type of cell carrying out its functions. |
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Recognize and understand the differences between meiosis and mitosis in cellular reproduction. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Describe photosynthesis as a chemical process and part of the carbon cycle. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Explain the role of the cell membrane in cell transport. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Describe, explain, and compare the structure and functions of cells in organisms. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Identify cell organelles and state how their activities contribute to a particular type of cell carrying out its functions. |
| Grade | 9-12 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Distinguish between active and passive transport, including diffusion and osmosis, explaining the mechanics of each. |
Pennsylvania...
| Grade | 11-12 | | Standard | 3.3.12.A | Explain the relationship between structure and function at all levels of organization. • Identify and explain interactions among organisms (e.g., mutually beneficial, harmful relationships). • Explain and analyze the relationship between structure and function at the molecular, cellular and organ-system level. • Describe and explain structural and functional relationships in each of the five (or six) kingdoms. Explain significant biological diversity found in each of the biomes. | | Benchmark | | |
| Grade | 11-12 | | Standard | 3.3.12.C | Explain gene inheritance and expression at the molecular level. Analyze gene expression at the molecular level. Describe the roles of nucleic acids in cellular reproduction and protein synthesis. Describe genetic engineering techniques, applications and impacts. Explain birth defects from the standpoint of embryological development and/or changes in genetic makeup. | | Benchmark | | |
| Grade | 9-10 | | Standard | 3.3.10.A | Explain the structural and functional similarities and differences found among living things. • Identify and characterize major life forms according to their placement in existing classification groups. • Explain the relationship between structure and function at the molecular and cellular levels. • Describe organizing schemes of classification keys. • Identify and characterize major life forms by kingdom, phyla, class and order. | | Benchmark | | |
| Grade | 9-10 | | Standard | 3.3.10.B | Describe and explain the chemical and structural basis of living organisms. Describe the relationship between the structure of organic molecules and the function they serve in living organisms. Identify the specialized structures and regions of the cell and the functions of each. Explain how cells store and use information to guide their functions. Explain cell functions and processes in terms of chemical reactions and energy changes. | | Benchmark | | |
| Grade | 9-10 | | Standard | 3.3.10.C | Describe how genetic information is inherited and expressed. Compare and contrast the function of mitosis and meiosis. Describe mutations’ effects on a trait’s expression. Distinguish different reproductive patterns in living things (e.g., budding, spores, fission). Compare random and selective breeding practices and their results (e.g., antibiotic resistant bacteria). Explain the relationship among DNA, genes and chromosomes. Explain different types of inheritance (e.g., multiple allele, sex-influenced traits). Describe the role of DNA in protein synthesis as it relates to gene expression. | | Benchmark | | |
Rhode Island...
| Grade | 9-12 | | Standard | B1 | Plants alter the earth's atmosphere by removing carbon dioxide from it, using carbon and light energy to make sugars, releasing oxygen. This process, commonly known as photosynthesis, is largely responsible for the oxygen content of the air. | | Benchmark | | |
| Grade | 9-12 | | Standard | C1 | Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a complex network of proteins provides organization and shape and, for animal cells, movement. | | Benchmark | | |
| Grade | 9-12 | | Standard | C2 | Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and even movement. In addition to these basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. | | Benchmark | | |
| Grade | 9-12 | | Standard | C3 | The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino-acid molecules. The function of each protein molecule depends on its specific sequence of amino acids and the shape the chain takes is a consequence of attractions between the amino acids in the chain. | | Benchmark | | |
| Grade | 9-12 | | Standard | C4 | The genetic information in DNA molecules provides instructions for assembling protein molecules. The code used is virtually the same for all life forms. | | Benchmark | | |
| Grade | 9-12 | | Standard | C7 | A living cell is composed of a small number of chemical elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules. | | Benchmark | | |
South Carolina...
| Grade | 9-12 | | Standard | II.A.2 | Most cell functions involve chemical reactions. Food molecules taken into the cell react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell. | | Benchmark | a | Explain the role of enzymes in chemical reactions within the cell. |
| Grade | 9-12 | | Standard | II.E.1 | The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. | | Benchmark | a | Summarize the basic process by which photosynthesis converts solar energy into chemical energy (food molecules). |
| Grade | 9-12 | | Standard | II.A.1 | Cells have particular structures that underlie their function. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. | | Benchmark | a | Compare prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | II.A.1 | Cells have particular structures that underlie their function. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. | | Benchmark | b | Identify the cellular structures that are responsible for energy production, waste disposal, molecular synthesis, storage of genetic material, and cell movement. |
| Grade | 9-12 | | Standard | II.A.2 | Most cell functions involve chemical reactions. Food molecules taken into the cell react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell. | | Benchmark | b | Differentiate the functions of carbohydrates, proteins, lipids, and nucleic acids in the cell. |
| Grade | 9-12 | | Standard | II.B.1 | In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, T, G, and C). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular “letters”) and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome. | | Benchmark | b | Analyze the chemical structure of DNA. |
| Grade | 9-12 | | Standard | II.A.3 | Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins each cell requires. | | Benchmark | c | Illustrate the steps of protein synthesis. |
| Grade | 9-12 | | Standard | II.B.1 | In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, T, G, and C). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular “letters”) and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome. | | Benchmark | c | Explain how DNA replication occurs. |
South Dakota...
| Grade | 9-12 | | Standard | 3 | Analyze biochemical principles essential for life, including water chemistry, structure and function of macromolecules, and nature of enzymes. | | Benchmark | | |
| Grade | 9-12 | | Standard | 4 | Relate cellular functions to specialized structures within cells. (example: transport of materials, protein synthesis, energy capture release). | | Benchmark | | |
| Grade | 9-12 | | Standard | 5 | Analyze the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | | |
| Grade | 9-12 | | Standard | 9 | Describe common mechanisms of inheritance and of protein synthesis including cell division, sex cell formation, cell specialization, prediction of inheritance of traits, effects of genetic recombination and mutation, and events involved in construction . | | Benchmark | | |
Tennessee...
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.2 | Explore and compare the organelles of different cell types. |
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.3 | Probe the composition of the cell membrane and it significance to homeostasis. |
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.4 | Analyze the various cell processes. |
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.4 | Analyze the various cell processes. |
| Grade | 9-12 | | Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. | | Benchmark | 3.1 | Identify the reactants and products of photosynthesis and respiration. |
| Grade | 9-12 | | Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. | | Benchmark | 3.1 | Compare and contrast the light dependent and light independent reactions of photosynthesis. |
| Grade | 9-12 | | Standard | 4.0 | The student will investigate how patterns of inheritance are linked to reproduction and infer that hereditary information contained in DNA is transmitted from parent to offspring. | | Benchmark | 4.7 | Distinguish between mitosis and meiosis. |
Texas...
| Grade | 9-12 | | Standard | 112.43.c.6 | The student knows the structures and functions of nucleic acids in the mechanisms of genetics. | | Benchmark | A | Describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA. |
| Grade | 9-12 | | Standard | 112.43.c.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. | | Benchmark | A | Identify the parts of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | 112.43.c.9 | The student knows metabolic processes and energy transfers that occur in living organisms. | | Benchmark | B | Compare the energy flow in photosynthesis to the energy flow in cellular respiration. |
| Grade | 9-12 | | Standard | 112.43.c.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. | | Benchmark | B | Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules. |
| Grade | 9-12 | | Standard | 112.43.c.6 | The student knows the structures and functions of nucleic acids in the mechanisms of genetics. | | Benchmark | E | Compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction. |
Utah...
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 1b | Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 1d | Explain the role of enzymes in cell chemistry. |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 2.b | Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O). |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 2b | Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O). |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 3a | Explain how cells divide from existing cells. |
| Grade | 9-12 | | Standard | IV | 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. | | Benchmark | 3b | Explain the importance of DNA replication in cell reproduction. |
| Grade | 9-12 | | Standard | IV | 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. | | Benchmark | 3c | Explain how the structure and replication of DNA are essential to heredity and protein synthesis. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules. |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 3c | Investigate the structure and function of cells and cell parts. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport). |
| Grade | 9-12 | | Standard | II | 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. | | Benchmark | 3d | Describe the relationship between the organelles in a cell and the functions of that cell. |
Vermont...
| Grade | 9-10 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | a | In living systems energy flows through matter and is stored and released through chemical reactions. Basic survival energy transformations between cells and their environment include aerobic and anaerobic respiration and photosynthesis reactions. Energy is necessary for work to be accomplished and life to be sustained (e.g., At the cellular level this work can be growth, repair, reproduction, and synthesis.) . |
| Grade | 9-12 | | Standard | S9-12:30 | Students demonstrate their understanding of Cell Structure and Function—Survival Requirements by •??Predicting the direction of movement of substances across a membrane. AND •??Developing a model that illustrates the interdependence of cellular organelles (mitochondria, ribosomes, lysosomes, endoplasmic reticulum, cytoplasm) in biochemical pathways within the cell (e.g. mitochondria and chloroplasts : cellular respiration and photosynthesis; nucleus and ribosomes : DNA transcription and protein synthesis). AND •??Identifying how the basic (general) shape and structure of each of the four types of organic molecules determine its role in maintaining cell survival (i.e., simple carbohydrates [monosaccharides] can be an energy source as a single molecule and a storage/structural molecule when multiple units are chemically combined—[starch, cellulose, chitin].). AND •??Explaining that a specific sequence of amino acids determines the shape of a protein (i.e., sickle cell hemoglobin). | | Benchmark | a | There are four basic types of organic compounds found in a cell (proteins, carbohydrates, lipids and nucleic acids). |
| Grade | 9-12 | | Standard | S9-12:31 | Students demonstrate their understanding of Reproduction by •??Developing a model which illustrates how the DNA of all cells/tissues in an organism is produced from a single fertilized egg cell (mitosis). AND •??Explaining how the nucleotide sequence in DNA (gene) directs the synthesis of specific proteins needed by a cell (e.g., protein synthesis). | | Benchmark | a | Every body cell in an organism contains the identical genome (DNA) which is maintained from one cell generation to the next by mitosis and DNA replication. |
| Grade | 9-12 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | aaa | Demonstrate understanding of the uniqueness of the cell in different organisms (plants, animals, microorganisms) and the structures and functions of the cell (e.g., chemical reactions, diffusion of materials, direction by DNA of the synthesis of proteins, regulation, differentiation). |
| Grade | 9-12 | | Standard | S9-12:30 | Students demonstrate their understanding of Cell Structure and Function—Survival Requirements by •??Predicting the direction of movement of substances across a membrane. AND •??Developing a model that illustrates the interdependence of cellular organelles (mitochondria, ribosomes, lysosomes, endoplasmic reticulum, cytoplasm) in biochemical pathways within the cell (e.g. mitochondria and chloroplasts : cellular respiration and photosynthesis; nucleus and ribosomes : DNA transcription and protein synthesis). AND •??Identifying how the basic (general) shape and structure of each of the four types of organic molecules determine its role in maintaining cell survival (i.e., simple carbohydrates [monosaccharides] can be an energy source as a single molecule and a storage/structural molecule when multiple units are chemically combined—[starch, cellulose, chitin].). AND •??Explaining that a specific sequence of amino acids determines the shape of a protein (i.e., sickle cell hemoglobin). | | Benchmark | b | Enzymes, proteins that regulate biochemical reactions, are critical to the survival of cells. |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | b | Energy is stored in living systems in ATP molecules. Energy is transformed through living systems from the environment through specific cell organelles and specific chemical processes. |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | b | Energy is stored in living systems in ATP molecules. Energy is transformed through living systems from the environment through specific cell organelles and specific chemical processes. |
| Grade | 9-12 | | Standard | S9-12:30 | Students demonstrate their understanding of Cell Structure and Function—Survival Requirements by •??Predicting the direction of movement of substances across a membrane. AND •??Developing a model that illustrates the interdependence of cellular organelles (mitochondria, ribosomes, lysosomes, endoplasmic reticulum, cytoplasm) in biochemical pathways within the cell (e.g. mitochondria and chloroplasts : cellular respiration and photosynthesis; nucleus and ribosomes : DNA transcription and protein synthesis). AND •??Identifying how the basic (general) shape and structure of each of the four types of organic molecules determine its role in maintaining cell survival (i.e., simple carbohydrates [monosaccharides] can be an energy source as a single molecule and a storage/structural molecule when multiple units are chemically combined—[starch, cellulose, chitin].). AND •??Explaining that a specific sequence of amino acids determines the shape of a protein (i.e., sickle cell hemoglobin). | | Benchmark | c | The molecular structure of a cell membrane allows for elective transfer of substances into and out of the cell. (i.e., diffusion, osmosis, facilitated diffusion, active transport). |
| Grade | 9-12 | | Standard | S9-12:30 | Students demonstrate their understanding of Cell Structure and Function—Survival Requirements by •??Predicting the direction of movement of substances across a membrane. AND •??Developing a model that illustrates the interdependence of cellular organelles (mitochondria, ribosomes, lysosomes, endoplasmic reticulum, cytoplasm) in biochemical pathways within the cell (e.g. mitochondria and chloroplasts : cellular respiration and photosynthesis; nucleus and ribosomes : DNA transcription and protein synthesis). AND •??Identifying how the basic (general) shape and structure of each of the four types of organic molecules determine its role in maintaining cell survival (i.e., simple carbohydrates [monosaccharides] can be an energy source as a single molecule and a storage/structural molecule when multiple units are chemically combined—[starch, cellulose, chitin].). AND •??Explaining that a specific sequence of amino acids determines the shape of a protein (i.e., sickle cell hemoglobin). | | Benchmark | d | The shape of proteins in a cell determines the structure and function of that cells, hence survival of the organism (i.e., cytoskeleton, biochemical functions). |
Virginia...
| Grade | 9-12 | | Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. | | Benchmark | a | Characteristics of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | BIO.6 | The student will investigate and understand common mechanisms of inheritance and protein synthesis. | | Benchmark | a | Cell growth and division. |
| Grade | 9-12 | | Standard | BIO.3 | The student will investigate and understand the chemical and biochemical principles essential for life. | | Benchmark | b | The structure and function of macromolecules. |
| Grade | 9-12 | | Standard | BIO.3 | The student will investigate and understand the chemical and biochemical principles essential for life. | | Benchmark | c | The nature of enzymes. |
| Grade | 9-12 | | Standard | BIO.3 | The student will investigate and understand the chemical and biochemical principles essential for life. | | Benchmark | d | The capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. |
| Grade | 9-12 | | Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. | | Benchmark | d | The cell membrane model (diffusion, osmosis, and active transport). |
| Grade | 9-12 | | Standard | BIO.6 | The student will investigate and understand common mechanisms of inheritance and protein synthesis. | | Benchmark | e | Genetic variation (mutation, recombination, deletions, additions to DNA). |
| Grade | 9-12 | | Standard | BIO.6 | The student will investigate and understand common mechanisms of inheritance and protein synthesis. | | Benchmark | f | The structure, function, and replication of nucleic acids (DNA and RNA). |
| Grade | 9-12 | | Standard | BIO.6 | The student will investigate and understand common mechanisms of inheritance and protein synthesis. | | Benchmark | g | Events involved in the construction of proteins. |
Washington...
| Grade | 9-10 | | Standard | 1.2 | Understand how components, structures, organizations, and interconnections describe systems. | | Benchmark | 1.2.6 | Understand cellular structures, their functions, and how specific genes regulate these functions. |
| Grade | 9-10 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 7 | Explain how organisms can sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. |
| Grade | 9-12 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 8 | Explain how organisms and ecosystems can sustain life by obtaining, transporting, transforming, and releasing, matter and energy, and eliminating matter. |
West Virginia...
| Grade | 10 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.10.4.2 | Students will identify and explain the structure and function of cell organelles (e.g., Golgi bodies, endoplasmic reticulum, mitochondria, chloroplasts, ribosomes, lysosomes, vacuoles). |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.10 | Investigate and discuss DNA as the agent of heredity. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.16 | Students will identify the function of the RNAs; messenger, transfer and ribosomal in the transcription and translation process of protein formation. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.3 | Students will identify the structure, functions, and interactions of eukaryotic cell organelles and their products. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.4 | Analyze the chemistry and structure of the cell membrane as it relates to import and export of molecules necessary for life, exploring osmosis, diffusion, active and passive transport and dialysis. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.6 | Explore capture and release of energy as demonstrated by photosynthesis, cellular respiration, fermentation, and the role of coenzymes and vitamins. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.6 | Explore capture and release of energy as demonstrated by photosynthesis, cellular respiration, fermentation, and the role of coenzymes and vitamins. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.8 | Students will recognize and describe the phases of eukaryotic and prokaryotic cell cycles. |
| Grade | 11-12 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | AB.4.9 | Students will identify the stages of mitotic and meiotic eukaryotic cell division and explain significance of the stages. |
| Grade | 9 | | Standard | SC.S.4 | 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; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.9.4.10 | Trace the transfer of matter and energy in the chemical/molecular processes of photosynthesis, respiration and fermentation. |
Wisconsin...
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.11 | Investigate* how the complexity and organization* of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy* used to sustain an organism. |
Wyoming...
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 1 | Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction. |
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 2 | Students demonstrate an understanding that organisms ensure species continuity by passing genetic information from parent to offspring. They utilize genetic information to make predictions about possible offspring. Students apply concepts of molecular biology (DNA and genes) to recent discoveries. |
|
Visualizing Cell Processes 