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Catalog 
Visualizing Human Physiology
Visualizing Human Physiology
New Series!
Human beings, like every living organism, are driven by two inherent needs – to survive, and ultimately, to reproduce – that is – to pass our genes on to the future of our species. To accomplish the goals of survival and reproduction we have inherited bodies finely crafted by evolution so that every one of us, every individual human organism, is an organic super factory – a living machine made up of systems that process fuel, build products, repair damage, expel waste, and defend against invaders.
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| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis. |
| Benchmark | - | Identifying functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Describe similarities and differences of cell organelles, using diagrams and tables. |
| Benchmark | - | Distinguishing between prokaryotic and eukaryotic cells |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3 | Relate major tissues and organs of the skeletal, circulatory, reproductive, muscular, respiratory, nervous, and digestive systems to their functions. |
| Benchmark | - | Arranging in order the organizational levels of the human body from the cell through organ systems |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
| Benchmark | [10] SC2.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship (i.e., joints, lungs). |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
| Benchmark | [10] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining the functions of organs of major systems (i.e., respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory). |
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. |
| Benchmark | [11] SC1.2 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by researching how the processes of natural selection cause changes in species over time. |
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
| Benchmark | [11] SC2.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by [11] SC2.1 describing the structure-function relationship |
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
| Benchmark | [11] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependencies of the organs within the immune system and within the endocrine system. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. |
| Benchmark | [8] SC1.1 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by describing the role of genes in sexual reproduction (i.e., traits of the offspring). |
| Visualizing Human Physiology | ||
| Grade | 9 | |
| Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution. |
| Benchmark | [9] SC1.1 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing that all organisms have chromosomes made of DNA and that DNA determines traits. |
| Visualizing Human Physiology | ||
| Grade | 9 | |
| Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
| Benchmark | [9] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by stating the function of major physiological systems (i.e., circulatory, excretory, digestive, respiratory, reproductive, nervous, immune, endocrine, musculoskeletal, and integumentary). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Understand the scientific principles and processes involved in biological evolution. |
| Benchmark | PO 1 | Identify the following components of natural selection, which can lead to speciation:potential for a species to increase its numbers; genetic variability and inheritance of offspring due to mutation and recombination of genes; finite supply of resources required for life; selection by the environment of those offspring better able to survive and produce offspring |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Understand the scientific principles and processes involved in biological evolution. |
| Benchmark | PO 3 | Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 11 | Students shall describe the anatomy and physiology of the immune and lymphatic systems. |
| Benchmark | BS.11.AP.2 | Discuss the physiological mechanisms of the immune and lymphatic systems |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 12 | Students shall describe the anatomy and physiology of the respiratory system. |
| Benchmark | BS.12.AP.1 | Identify the components of the respiratory system |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 2 | Students shall understand the role of chemistry in body processes. |
| Benchmark | CC.2.AP.9 | Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students shall understand that cells are the basic, structural, and functional units of life. |
| Benchmark | APC.3.AP.1 | Explain the structure and function of the plasma membrane |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students shall understand that cells are the basic, structural, and functional units of life. |
| Benchmark | APC.3.AP.3 | Describe the structure and function of organelles and cell parts |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 1 | Students shall demonstrate an understanding of the role of chemistry in life processes. |
| Benchmark | MC.1.B.1 | Describe the structure and function of the major organic molecules found in living systems: carbohydrates, proteins, enzymes, lipids, nucleic acids |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 2 | Students shall demonstrate an understanding of the structure and function of cells. |
| Benchmark | MC.2.B.3 | Describe the role of sub-cellular structures in the life of a cell: organelles, ribosomes, cytoskeleton |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 2 | Students shall demonstrate an understanding of the structure and function of cells. |
| Benchmark | MC.2.B.4 | Relate the function of the plasma (cell) membrane to its structure |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 6 | Students shall examine the development of the theory of biological evolution. |
| Benchmark | HE.6.B.5 | Evaluate evolution in terms of evidence as found in the following: fossil record; DNA analysis; artificial selection; morphology; embryology; viral evolution; geographic distribution of related species; antibiotic and pesticide resistance in various organisms |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.2.8.1 | Illustrate the hierarchical relationships of cells, tissues, organs, organ systems, and organisms |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.2.7.1 | Illustrate the hierarchical relationships of cells, tissues, organs, and organ systems |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.2.7.2 | Analyze how two or more organs work together to perform a function (e.g., mouth and stomach to digest food) |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.2.7.6 | Identify human body systems: nervous; digestive; circulatory; respiratory; excretory; integumentary; skeletal/muscular; endocrine; reproductive |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.2.7.8 | Investigate functions of human body systems |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.3.7.1 | Explain that the fertilized egg cell carries genetic information from each parent and multiplies to form a complete organism |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 4: Populations and Ecosystems | Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. |
| Benchmark | LS.4.7.1 | Explain the role of reproduction in the continuation of a species. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.3.8.1 | Identify and explain why inherited characteristics of living things depend on genes |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.3.8.15 | Explain the process of natural selection |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology |
| Benchmark | LS.3.8.16 | Identify genetic traits that make organisms more likely to survive and reproduce in a particular environment |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. |
| Benchmark | a | Students know cells function similarly in all living organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. |
| Benchmark | c | Students know the nucleus is the repository for genetic information in plant and animal cells. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. |
| Benchmark | d | Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 8 | Evolution IS the result of genetic changes that occur IN constantly changing environments. |
| Benchmark | a | Students know how NATURAL selection determines the differential survival of groups of organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 2 | A typical cell of ANY organism CONTAINS genetic instructions that specify its traits. Those traits may be modified BY environmental influences. |
| Benchmark | b | Students know sexual reproduction produces offspring that inherit half their genes FROM EACH parent. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 2 | A typical cell of ANY organism CONTAINS genetic instructions that specify its traits. Those traits may be modified BY environmental influences. |
| Benchmark | e | Students know DNA (deoxyribonucleic acid) IS the genetic material of living organisms AND IS located IN the chromosomes of EACH cell. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9 | AS a result of the coordinated structures AND functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes IN the outside environment. AS a basis FOR understanding this concept: |
| Benchmark | a | Students know how the complementary activity of major body systems provides cells WITH oxygen AND nutrients AND removes toxic waste products such AS carbon dioxide. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Standard 3 | Students know AND understand the characteristics AND structure of living things, the processes of life, AND how living things interact WITH EACH other AND their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 12 | individual organisms WITH certain traits are more likely THAN others TO survive AND have offspring. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 2 | human body systems have specific functions and interaction (for example: circulatory and respiratory, muscular and skeletal) |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 4 | multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system) |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 5 | different types of cells have basic structures, components and functions (for example: cell membrane, nucleus, cytoplasm, chloroplast, single-celled organisms in pond water, Elodea, onion cell, human cheek cell) |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 9 | chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 11 | DNA has a general structure and function and a role in heredity and protein synthesis (for example: replication of DNA and the role of RNA in protein synthesis) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 18 | organisms change over time in terms of biological evolution and genetics |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 3 | there is a purpose of synthesis and breakdown of macromolecules in an organism (for example: carbohydrates, lipids, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 5 | the human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example: mechanisms involved in homeostasis [balance], such as feedback in the endocrine system) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) |
| Benchmark | 9 | cellular organelles have specific functions (for example: the relationship of ribosomes to protein, and the relationship of mitochondria to energy transformation) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Cell Biology | 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 | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Genetics | 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 | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell |
| Benchmark | D 27 | Describe significant similarities and differences in the basic structure of plant and animal cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell |
| Benchmark | D 30 | Explain the role of the cell membrane in supporting cell functions |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 10.5 | Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.¨Mutations and recombination of genes create genetic variability in populations.¨Changes in the environment may result in the selection of organisms that are better able to survive and reproduce. |
| Benchmark | D 42 | Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Physiology | As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.2 | Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance. |
| Benchmark | C 15 | Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.2 | Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance. |
| Benchmark | C 16 | Describe the structures of the human digestive, respiratory and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.2 | Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance. |
| Benchmark | C 17 | Explain how the human musculo-skeletal system supports the body and allows movement. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 7 | Students will understand that the diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring. |
| Benchmark | - | Relate a population’s survival to the reproductive success of adapted individuals in that population. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 7 | Students will understand that the diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring. |
| Benchmark | - | Explain how evolutionary relationships between species are used to group organisms together. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 7 | Students will undestand that organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring. |
| Benchmark | - | Describe the relationship between DNA, genes, chromosomes and proteins. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 7 | Students will undestand that organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring. |
| Benchmark | - | Explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that all organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. |
| Benchmark | - | Recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that all organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. |
| Benchmark | - | Investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Differentiate between prokaryotic cells and eukaryotic cells in terms of their general structures (cell membrane & genetic material) and degree of complexity. Give examples of prokaryotic organisms and organisms with eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Explain the role of cell membranes as highly selective barriers (e.g., diffusion, osmosis, active transport). |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Recognize that as a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 6 | Students will understand that all organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. |
| Benchmark | - | Recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Explain the complementary nature between photosynthesis and cellular respiration. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 6 | Students will understand that living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. |
| Benchmark | - | Describe the hierarchical organization of multi-cellular organisms. Recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems, which work together to carry out life processes for the entire organism. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.3 | Similarities are used to classify organisms because they may be used to infer the degree of relatedness among organisms. As a basis for understanding this concept, |
| Benchmark | 4 | Describe how similarities among organisms are found in external and internal anatomical features, including specific characteristics at the cellular level, such as the number of chromosomes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | B.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. As a basis for understanding this concept, |
| Benchmark | 3 | Explain how hereditary information is passed from parents to offspring in the form of “genes,” which are long stretches of DNA consisting of sequences of nucleotides. Explain that in eukaryotes, the genes are contained in chromosomes, which are bodies made up of DNA and various proteins. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | B.7 | As a result of the coordinated structures and functions of organ systems, the internal environment of the mammalian body remains relatively stable (homeostatic), despite changes in the outside environment. A sa basis for understanding this concept, |
| Benchmark | 2 | Analyze the complementary activity of major body systems, such as how the respiratory and circulatory systems provide cells with oxygen and nutrients, and remove toxic waste products such as carbon dioxide. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4 | All living things are composed of cells, from just one to many quadrillions, whose details usually are visible only through a microscope. As a basis for understanding this concept, |
| Benchmark | 1 | Investigate and explain that all living things are composed of one or more cells, that cells are organisms’ basic units of structure and function, and that cells come only from existing cells (Theodor Schwann’s and Matthias Schleiden’s cell theory). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.5 | Every organism requires information in the form of a set of instructions that specifies its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept, |
| Benchmark | 1 | Describe that heredity is the passage of information for developing and maintaining the organism’s body from one generation to another, and that genes are the basic units of heredity; genes are made of DNA, consisting of very long molecules located in the chromosomes of each cell. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.7 | Human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. As a basis for understanding this concept, |
| Benchmark | 1 | Describe the specific functions and roles of each major human body system, including the digestive, respiratory, excretory, reproductive, circulatory, nervous, endocrine, musculoskeletal, and immune systems. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | SC.7.L.16 | Reproduction is characteristic of living things and is essential for the survival of species; Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism; Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. |
| Benchmark | SC.7.L.16.1 | Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.18 | All living things are composed of four basic categories of macromolecules and share the same basic needs for life; Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration); Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes; The unique chemical properties of carbon and water make life on Earth possible. |
| Benchmark | SC.912.L.18.1 | Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.18 | All living things are composed of four basic categories of macromolecules and share the same basic needs for life; Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration); Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes; The unique chemical properties of carbon and water make life on Earth possible. |
| Benchmark | SC.912.L.18.4 | Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.14 | Cells have characteristic structures and functions that make them distinctive; Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis; Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere; Most multicellular organisms are composed of organ systems whose structures reflect their particular function. |
| Benchmark | SC.912.L.14.2 | Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.14 | Cells have characteristic structures and functions that make them distinctive; Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis; Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere; Most multicellular organisms are composed of organ systems whose structures reflect their particular function. |
| Benchmark | SC.912.L.14.3 | Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.14 | Cells have characteristic structures and functions that make them distinctive; Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis; Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere; Most multicellular organisms are composed of organ systems whose structures reflect their particular function. |
| Benchmark | SC.912.L.14.4 | Compare and contrast structure and function of various types of microscopes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC.912.L.14 | Cells have characteristic structures and functions that make them distinctive; Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis; Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere; Most multicellular organisms are composed of organ systems whose structures reflect their particular function. |
| Benchmark | SC.912.L.14.52 | Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell |
| Benchmark | c | Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. |
| Benchmark | b | Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. |
| Benchmark | c | Examine the evolutionary basis of modern classification systems. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | S7L2 | Students will describe the structure and function of cells, tissues, organs, and organ systems. |
| Benchmark | a | Explain that cells take in nutrients in order to grow and divide and to make needed materials. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | S7L2 | Students will describe the structure and function of cells, tissues, organs, and organ systems. |
| Benchmark | b | Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | S7L2 | Students will describe the structure and function of cells, tissues, organs, and organ systems. |
| Benchmark | d | Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | S7L2 | Students will describe the structure and function of cells, tissues, organs, and organ systems. |
| Benchmark | e | Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease). |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 9 | Students explain the structure, functions, and reproduction of living cells. |
| Benchmark | Grade Cluster Benchmark | Describe and analyze structure and function at various levels of organization (cellular, tissue, organ, system, and organism). |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9 | Students explain the structure, functions, and reproduction of living cells. |
| Benchmark | - | Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 8 | Students describe how variations in biological traits are passed on to successive generations. |
| Benchmark | - | Explain how heredity accounts for biological traits being passed on to successive generations. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. |
| Benchmark | - | Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. |
| Benchmark | - | Assess the degree of relatedness among selected organisms based on its similarities found in internal anatomical features. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. |
| Benchmark | Grade Cluster Benchmark | Assess the genetic relationship between organisms. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 11 | Students appraise the relationships between their bodily functions and their physical and mental well being. |
| Benchmark | - | Describe how an organ system functions interdependently with others to promote survival (i.e., how various body systems transfer energy). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 11 | Students appraise the relationships between their bodily functions and their physical and mental well being. |
| Benchmark | - | Explain how a specific system responds to or compensates for change in physiological or environmental conditions (e.g., immune or circulatory system). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Goal 3.3 | Understand the Cell is the Basis of Form and Function for All Living Things |
| Benchmark | 7.S.3.3.3 | Identify the functions of cell structures |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | Goal 3.2 | Understand the Relationship between Matter and Energy in Living Systems |
| Benchmark | 9-10.B.3.2.4 | Describe cellular respiration and the synthesis of macromolecules. |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | Goal 3.3 | Understand the Cell is the Basis of Form and Function for All Living Things |
| Benchmark | 9-10.B.3.3.1 | Identify the particular structures that underlie the cellular functions. |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | Goal 3.3 | Understand the Cell is the Basis of Form and Function for All Living Things |
| Benchmark | 9-10.B.3.3.2 | Explain cell functions involving chemical reactions. |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | Goal 3.3 | Understand the Cell is the Basis of Form and Function for All Living Things |
| Benchmark | 9-10.B.3.3.3 | Explain how cells use DNA to store and use information for cell functions. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Goal 1.1 | Understand Systems, Order, and Organization |
| Benchmark | 7.S.1.1.3 | Identify the different structural levels of an organism (cells, tissues, organs, and organ systems). |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | A | Know and apply concepts that explain how living things function, adapt and change. |
| Benchmark | 12.A.3a | Explain how cells function as “building blocks” of organisms and describe the require¬ments for cells to live. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | A | Know and apply concepts that explain how living things function, adapt and change. |
| Benchmark | 12.A.3c | Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells). |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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.1.13 | Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. |
| Visualizing Human Physiology | ||
| 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.1.15 | Understand and explain that, in biological systems, structure and function must be considered together. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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.1.31 | Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase. |
| Visualizing Human Physiology | ||
| 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.1.35 | Explain that the degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. Know that amino acid similarities also provide clues to this kinship. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. |
| Benchmark | 7.4.1 | Explain that similarities among organisms are found in external and internal anatomical features, including specific characteristics at the cellular level, such as the number of chromosomes. Understand that these similarities are used to classify organisms since they may be used to infer the degree of relatedness among organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. |
| Benchmark | 7.4.4 | Explain that cells continually divide to make more cells for growth and repair and that various organs and tissues function to serve the needs of cells for food, air, and waste removal. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. |
| Benchmark | 7.4.5 | Explain that the basic functions of organisms, such as extracting energy from food and getting rid of wastes, are carried out within the cell and understand that the way which cells function is similar in all organisms. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of how different organisms pass on traits (heredity). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of the basic components and functions of cells, tissues, organs, and organ systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of the complementary nature of structure and function and the commonalities among organisms. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of the cell. |
| Benchmark | Benchmark | Understand and apply knowledge of functions and chemical reactions: Enzymes catalyze reactions; Food molecules (macromolecules) break down to provide molecules for synthesis; Cell respiration breaks down complex molecules to provide energy |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of the cell. |
| Benchmark | Benchmark | Understand and apply knowledge of structures and functions: Cell structures underlie functions; Cell membranes, absorption and diffusion; Basic cell processes |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of the molecular basis of heredity. |
| Benchmark | Benchmark | Understand and apply knowledge of principles that underlie the concept of genetic information in cells: DNA structure specifies genetic information in genes; Genes direct and control protein synthesis; DNA mutations |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Essential Concepts and Skills | Understand and apply knowledge of biological evolution. |
| Benchmark | Benchmark | Understand and apply knowledge of biological classification: Biological classification is based on evolutionary relationships; Species is the most fundamental classification unit. |
| Visualizing Human Physiology | ||
| Grade | 5-7 | |
| Standard | 3 | The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| Benchmark | 1 | The student will model structures of organisms and relate functions to the structures. 1. The student will understand the cell theory; that all organisms are composed of one or more cells, cells are the basic unit of life, and that cells come from other cells. 2. The student relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions 3. The student compares organisms composed of single cells with organisms that are multi-cellular. |
| Visualizing Human Physiology | ||
| Grade | 5-7 | |
| Standard | 3 | The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| Benchmark | 2 | The student will understand the role of reproduction and heredity for all living things. 2. The student understands how hereditary information of each cell is passed from one generation to the next |
| Visualizing Human Physiology | ||
| Grade | 5-7 | |
| Standard | 3 | The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| Benchmark | 3 | The student will describe homeostasis, the regulation and balance of internal conditions in response to a changing external environment. 2. The student recognizes that the survival of all organisms requires the ingestion of materials, the intake and release of energy, growth, release of wastes and responses to environmental change. |
| Visualizing Human Physiology | ||
| Grade | 5-7 | |
| Standard | 3 | The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| Benchmark | 5 | The student will observe the diversity of living things and relate their adaptations to their survival or extinction. 1. The student concludes that species of animals, plants, and microorganisms may look dissimilar on the outside but have similarities in internal structures, developmental characteristics, chemical processes, and genomes. |
| Visualizing Human Physiology | ||
| Grade | 8-12 | |
| Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. |
| Benchmark | 1 | The student will demonstrate an understanding of the structure and function of the cell. 1. The student understands cells are composed of a variety of specialized structures that carry out specific functions.2. The student understands cell functions involve specific chemical reactions. |
| Visualizing Human Physiology | ||
| Grade | 8-12 | |
| Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. |
| Benchmark | 2 | The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity. 1. The student understands living organisms contain DNA or RNA as their genetic material, which provides the instructions that specify the characteristics of organisms. 3. The student understands hereditary information is contained in genes, located in the chromosomes of each cell |
| Visualizing Human Physiology | ||
| Grade | 8-12 | |
| Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. |
| Benchmark | 5 | The student will develop an understanding of matter, energy, and organization in living systems. 1. The student understands living systems require a continuous input of energy to maintain their chemical and physical organization. 4. The student understands the structure and function of an organism serve to acquire, transform, transport, release, and eliminate the matter and energy used to sustain the organism. |
| Visualizing Human Physiology | ||
| Grade | 8-12 | |
| Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. |
| Benchmark | 7 | The student will demonstrate an understanding of the diversity of structure and function in organisms. 1. The student understands differences in structure and function among organisms and can identify the characteristics of relevant life forms. 4.The student understands that in complex organisms there is a division of labor into specific body systems i.e., respiration, digestion, nervous, endocrine, excretion, circulatory, reproductive, immune, skeletal and muscle. 5. The student understands taxonomy is the systematic way in which organism are placed into a hierarchical classification system, according to their physical and genetic characteristics and their evolutionary history. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | SC-07-3.4.1 | Students will describe the role of genes/chromosomes in the passing of information from one generation to another (heredity); compare inherited and learned traits. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC-08-3.4.1 | Students will explain the relationship between structure and function of the cell components using a variety of representations. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC-HS-3.4.1 | Students will explain the role of DNA in protein synthesis. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC-HS-3.4.2 | Students will understand that 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 | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC-HS-3.4.3 | Students will describe cell regulation (enzyme function, diffusion, osmosis, homeostasis); predict consequences of internal/external environmental change on cell function/regulation. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC-HS-3.4.6 | Students will understand that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | SC-HS-3.4.7 | Students will: classify organisms into groups based on similarities; infer relationships based on internal and external structures and chemical processes. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 1 | Compare prokaryotic and eukaryotic cells (LS-H-A1). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 19 | Compare characteristics of the major kingdoms (LS-H-C5). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 2 | Identify and describe structural and functional differences among organelles (LS-H-A1). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 3 | Investigate and describe the role of enzymes in the function of a cell (LS-H-A1) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 33 | Compare structure to function of organs in a variety of organisms (LS-H-F1) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | GLE 8 | Describe the relationships among DNA, genes, chromosomes, and proteins (LS-H-B1) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 23 | Classify organisms based on structural characteristics, using a dichotomous key (LS-M-C1). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 10 | Describe the way major organ systems in the human body interact to sustain life (LS-M-A5) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 2 | Compare the basic structures and functions of different types of cells (LS-M-A1) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 9 | Relate structural features of organs to their functions in major systems (LS-M-A5) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | C | Students will understand that cells are the basic units of life. |
| Benchmark | 1 | Compare and contrast human organ systems with those of other species. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | C | Students will understand that cells are the basic units of life. |
| Benchmark | 3 | Describe the structure and function of major organs in human systems. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | A | Students will understand that there are similarities within the diversity of all living things. |
| Benchmark | 1 | Compare systems of classifying organisms including systems used by scientists. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | A | Students will understand that there are similarities within the diversity of all living things. |
| Benchmark | 2 | Describe similarities and differences among organisms within each level of the taxonomic system for classifying organisms (kingdom through species). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | A | Students will understand that there are similarities within the diversity of all living things. |
| Benchmark | 3 | Analyze the basic characteristics of living things, including their need for food, water, and gases and the ability to reproduce. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.8.1 | The student will cite evidence to explain that living organisms, including humans, are composed of cells (single-celled to multi-cellular) of which details can usually be seen through a microscope (i.e., cell walls, membranes, nucleus, chloroplasts, chromosomes, mitochondria). (MLO 3.1) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.8.2 | The student will analyze the structure and function of cells, tissues, organs, and systems, and their interactions in living organisms including the human body. (MLO 3.2) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard | 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) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard | The student will estimate degrees of kinship among organisms or Species (classification, anatomical similarities, similarities of DNA base and/or amino acid sequence). (CLG 3.4.2) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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.* |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. |
| Benchmark | 2.3 | Distinguish between plant and animal cells. |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 4 | There is a relationship between structure and function in organ systems of humans. |
| Benchmark | 4.1 | Explain how major organ systems in humans (e.g., kidney, muscle, lung) have functional units (e.g., nephron, sarcome, alveoli) with specific anatomy that perform the function of that organ system. |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 5 | Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments. |
| Benchmark | 5.3 | Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.) |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 1 | Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 2 | Recognize that all organisms are composed of cells, and that many organisms are singlecelled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 3 | Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 4 | Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 7 | Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism’s chromosomes. Heredity is the passage of these instructions from one generation to another. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6 | Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.1B | Compare and contrast the transformation of matter and energy during photosynthesis and respiration. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.2C | Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.2f | Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.4A | Explain that living things can be classified based on structural, embryological, and molecular (relatedness of DNA sequence) evidence. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.4d | Analyze the relationships among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.4g | Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.5A | Recognize and explain that macromolecules such as lipids contain high energy bonds. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.5h | Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | B2.5i | Relate cell parts/organelles to their function. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | L2.p1D | Explain how the systems in a multicellular organism work together to support the organism. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B2 | Students describe the general structure and function of cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based on these understandings. |
| Benchmark | L2.p1E | Compare and contrast how different organisms accomplish similar functions (e.g., obtain oxygen for respiration, and excrete waste). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B5 | Students recognize that evolution is the result of genetic changes that occur in constantly changing environments. They can explain that modern evolution includes both the concepts of common descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction have led to the great biodiversity on Earth. |
| Benchmark | B5.2a | Describe species as reproductively distinct groups of organisms that can be classified based on morphological, behavioral, and molecular similarities. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B5 | Students recognize that evolution is the result of genetic changes that occur in constantly changing environments. They can explain that modern evolution includes both the concepts of common descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction have led to the great biodiversity on Earth. |
| Benchmark | B5.2b | Explain that the degree of kinship between organisms or species can be estimated from the similarity of their DNA and protein sequences. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B4 | Students recognize that the specific genetic instructions for any organism are contained within genes composed of DNA molecules located in chromosomes. They explain the mechanism for the direct production of specific proteins based on inherited DNA. Students diagram how occasional modifications in genes and the random distribution of genes from each parent provide genetic variation and become the raw material for evolution. Content Statements, Performances, and Boundaries |
| Benchmark | B4.1B | Explain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules. These genes contain the information for the production of proteins. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B5 | Students recognize that evolution is the result of genetic changes that occur in constantly changing environments. They can explain that modern evolution includes both the concepts of common descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction have led to the great biodiversity on Earth. |
| Benchmark | B5.2a | Describe species as reproductively distinct groups of organisms that can be classified based on morphological, behavioral, and molecular similarities. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | K-7 Standard L.OL | Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. |
| Benchmark | L.OL.07.21 | Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | K-7 Standard L.OL | Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. |
| Benchmark | L.OL.07.22 | Explain how cells make up different body tissues, organs, and organ systems. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | K-7 Standard L.OL | Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. |
| Benchmark | L.OL.07.23 | Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or organism needs. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | K-7 Standard L.OL | Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. |
| Benchmark | L.OL.07.24 | Recognize that cells function in a similar way in all organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | L.HE.M.2 Reproduction | Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. |
| Benchmark | L.HE.07.21 | Compare how characteristics of living things are passed on through generations, both asexually and sexually. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.3.1 | Understand that reproduction is a characteristic of all organisms and is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual reproduction. |
| Benchmark | 7.4.3.1.1 | Recognize that cells contain genes and that each gene carries a single unit of information that either alone, or with other genes, determines the inherited traits of an organism. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.3.1 | Understand that reproduction is a characteristic of all organisms and is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual reproduction. |
| Benchmark | 7.4.3.1.2 | Recognize that in asexually reproducing organisms all the genes come from a single parent, and that in sexually reproducing organisms about half of the genes come from each parent. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.3.2 | Individual organisms with certain traits in particular environments are more likely than others to survive and have offspring. |
| Benchmark | 7.4.3.2.2 | Use internal and external anatomical structures to compare and infer relationships between living organisms as well as those in the fossil record. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.1.1 | Understand that issues, organs and organ systems are composed of cells and function to serve the needs of all cells for food, air and waste removal. |
| Benchmark | 7.4.1.1.1 | Recognize that all cells do not look alike and that specialized cells in multicellular organisms are organized into tissues and organs that perform specialized functions. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.1.1 | Understand that issues, organs and organ systems are composed of cells and function to serve the needs of all cells for food, air and waste removal. |
| Benchmark | 7.4.1.1.2 | Describe how the organs in the respiratory, circulatory, digestive, nervous, skin and urinary systems interact to serve the needs of vertebrate organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.4.1.2 | Understand that all living organisms are composed of one or more cells which carry on the many functions needed to sustain life. |
| Benchmark | 7.4.1.2.1 | Recognize that cells carry out life functions, and that these functions are carried out in a similar way in all organisms, including animals, plants, fungi, bacteria and protists. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9.4.1.1 | Understand that organisms use the interaction of cellular processes as well as tissues and organ systems to maintain homeostasis. |
| Benchmark | 9.4.1.1.2 | Describe how the functions of individual organ systems are integrated to maintain homeostasis in an organism. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9.4.1.2 | Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. |
| Benchmark | 9.4.1.2.2 | Recognize that the work of the cell is carried out primarily by proteins, most of which are enzymes, and that protein function depends on the amino acid sequence and the shape it takes as a consequence of the interactions between those amino acids. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9.4.1.2 | Understand that cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. |
| Benchmark | 9.4.1.2.3 | Describe how viruses, prokaryotic cells and eukaryotic cells differ in relative size, complexity and general structure. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 9.4.1.2 | Understand that cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. |
| Benchmark | 9.4.1.2.4 | Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Analyze and explain the structures and function of the levels of biological organization. |
| Benchmark | 4.a | Differentiate among plant and animal cells and eukaryotic and prokaryotic cells; Functions of all major cell organelles and structures (e.g., nucleus, mitochondrion, rough ER, smooth ER, ribosomes, Golgi bodies, vesicles, lysosomes, vacuoles, microtubules, microfilaments, chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane, cell wall, cell membrane [active and passive transport], cytosol); Components of mobility (e.g., cilia, flagella, pseudopodia) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 6 | Demonstrate an understanding of principles that explain the diversity of life and biological evolution. |
| Benchmark | 6.a | Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships: Characteristics of the six kingdoms; Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus, and species); Body plans (symmetry); Methods of sexual reproduction (e.g., conjugation, fertilization, pollination); Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Describe and contrast the structures, functions, and chemical processes of the cell. |
| Benchmark | 2.a | Relate the structure and function of a selectively permeable membrane to its role in diffusion and osmosis. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Describe and contrast the structures, functions, and chemical processes of the cell. |
| Benchmark | 2.c | Analyze and describe the function of enzymes in biochemical reactions: The impact of enzymatic reactions on biochemical processes; Factors that affect enzyme function (e.g., pH, concentration, temperature, etc.) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Demonstrate an understanding of the factors that contribute to evolutionary theory and natural selection. |
| Benchmark | 4.b | Provide support for the argument based upon evidence from anatomy, embryology, biochemistry, and paleontology that organisms descended with modification from common ancestry. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 5 | Develop an understanding of organism classification. |
| Benchmark | 5.a | Classify organisms according to traditional Linnaean classification characteristics (e.g., cell structure, biochemistry, anatomy, fossil record, methods of reproduction) and the cladistic approach. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Analyze the structure and function of the cell and cellular organelles. |
| Benchmark | 2.a | Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Demonstrate an understanding of the structure, functions, and relationships of the body systems. |
| Benchmark | 3.0 | Demonstrate an understanding of the structures and functions of the circulatory system and their role in maintaining homeostasis: Blood types and the four parts of blood in terms of morphology, function and origin; Pulminary and systemic circulation; Systolic and diastolic pressures in relationship to cardiovascular health |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Demonstrate an understanding of the structure, functions, and relationships of the body systems. |
| Benchmark | 3.m | Describe the primary functions of the respiratory organs and the relationships between structure and function: Breathing verses respiration; Gaseous exchange between air and blood and mechanisms of gaseous transport by the blood |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Investigate, compare, and contrast cell structures, functions, and methods of reproduction. |
| Benchmark | 4.a | Compare and contrast cell structures, functions, and methods of reproduction to analyze the similarities and differences among cell types: Prokaryotic/eukaryotic; Unicellular/multicellular; Plant/animal/bacterial/protist/fungal |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | Investigate, compare, and contrast cell structures, functions, and methods of reproduction. |
| Benchmark | 4.b | Describe and explain the relationships between structures and functions of major eukaryotic organelles (e.g., cell wall, cell membrane, chromosomes, mitochondrion, nucleus, chloroplast, vacuole, endoplasmic reticulum, ribosomes, centrioles, cytoplasm/cytosol, Golgi apparatus, vesicles, lysosomes, microtubules, microfilaments, cytoskeleton, nucleolus, nuclear membrane.) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 6 | Apply the concept of evolution to the diversity of organisms. |
| Benchmark | 6.a | Classify organisms into groups based on their unique characteristics (e.g., cell type, nutrition, reproductive methods, organism examples, etc.) and trace the evolutionary relationships among the groups. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. |
| Benchmark | 3.b | Classify the organization and development of living things to include prokaryotic (e.g., bacteria) and eukaryotic organisms (e.g., protozoa, certain fungi, multicellular animals and plants). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. |
| Benchmark | 3.d | Compare and contrast reproduction in terms of the passing of genetic information (DNA) from parent to offspring: Sexual and asexual reproduction; Reproduction that accounts for evolutional adaptability of species; Mitosis and meiosis; Historical contributions and significance of discoveries of Gregor Mendel and Thomas Hunt Morgan as related to genetics. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. |
| Benchmark | 3.e | Compare and contrast how organisms obtain and utilize matter and energy: How organisms use resources, grow, reproduce, maintain stable internal conditions (homeostasis) and recycle waste; How plants break down sugar to release stored chemical energy through respiration. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Compare and contrast the structure and functions of the cell, levels of organization of living things, basis of heredity, and adaptations that explain variations in populations. |
| Benchmark | 3.b | Compare and contrast the major components and functions of different types of cells: Differences in plant and animal cells; Structures (nucleus, cytoplasm, cell membrane, cell wall, mitochondrion, and nuclear membrane); Different types of cells and tissues (e.g., epithelial, nerve, bone, blood, muscle). |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Compare and contrast the structure and functions of the cell, levels of organization of living things, basis of heredity, and adaptations that explain variations in populations. |
| Benchmark | 3.d | Describe heredity as the passage of instructions from one generation to another and recognize that hereditary information is contained in genes, located in the chromosomes of each cell: How traits are passed from parents to offspring through pairs of genes; Phenotypes and genotypes; Hierarchy of DNA, genes, and chromosomes and their relationship to phenotype; Punnett square calculations |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Explore and demonstrate an understanding of the classification of microorganisms. |
| Benchmark | 3.a | Cite examples to differentiate between the characteristics of eukaryotes and prokaryotes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Develop an understanding of levels of organization and animal classification. |
| Benchmark | 2.a | Explain how organisms are classified and identify characteristics of major groups: Levels of organization of structures in animals (e.g., cells, tissues, organs, and systems); Characteristics used to classify organisms (e.g., cell structure, biochemistry, anatomy, fossil record, and methods of reproduction) |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 2.A | The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.A.8.a | Describe how the cell membrane helps regulate the transfer of materials in and out of the cell |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 2.C | Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.C.8.a | Identify and give examples of each level of organization (cell, tissue, organ, organ system) in multicellular organisms (plants, animals) |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 2.C | Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.C.8.c | Explain the interactions between the circulatory and digestive systems as nutrients are processed by the digestive system, passed into the blood stream, and transported in and out of the cell |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 2.C | Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.C.8.e | Identify the importance of the transport and exchange of nutrient and waste molecules to the survival of the cell and organism |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 2.C | Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.C.8.f | Explain the interactions between the circulatory and respiratory systems in exchanging oxygen and carbon dioxide between cells and the atmosphere (when oxygen enters the body, passes into the blood stream, and is transported into the cell; carbon dioxide is transported out of the cell, passes into the blood stream, and exits the body) |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.D | There is heritable variation within every species of organism |
| Benchmark | 3.D.8.a | Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change in the parent genes) |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.D | There is heritable variation within every species of organism |
| Benchmark | 3.D.8.b | Recognize and describe when sexual reproduction occurs, the offspring is not identical to either parent due to the combining of the different genetic codes contained in each sex cell |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1.C | Cells are the fundamental units of structure and function of all living things |
| Benchmark | 1.C.B1.a | Recognize all organisms are composed of cells, the fundamental units of structure and function |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1.C | Cells are the fundamental units of structure and function of all living things |
| Benchmark | 1.C.B1.b | Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosome, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1.E | Biological classifications are based on how organisms are related |
| Benchmark | 1.E.B1.a | Explain how similarities used to group taxa might reflect evolutionary relationships (e.g., similarities in DNA and protein structures, internal anatomical features, patterns of development) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.A | The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.A.B1.a | Compare and contrast the structure and function of mitochondria and chloroplasts |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.A | The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.A.B1.b | Compare and contrast the structure and function of cell wall and cell membranes |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.A | The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means |
| Benchmark | 2.A.B1.c | Explain physical and chemical interactions that occur between organelles (e.g. nucleus, cell membrane, chloroplast, mitochondrion, ribosome) as they carry out life processes |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.D | Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds |
| Benchmark | 2.D. B1.a | Summarize how energy transfer occurs during photosynthesis and cellular respiration as energy is stored in and released from the bonds of chemical compounds (i.e. ATP) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.D | Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds |
| Benchmark | 2.D. B1.d | Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules, growth and repair, regulation) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.E | Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule |
| Benchmark | 2.E.B1.a | Explain how the DNA code determines the sequence of amino acids necessary for protein synthesis |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2.E | Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule |
| Benchmark | 2.E.B1.b | Recognize the function of protein in cell structure and function (i.e., enzyme action, growth and repair of body parts, regulation of cell division and differentation) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.B | All living organisms have genetic material (DNA) that carries hereditary information |
| Benchmark | 3.B.B1.a | Describe the chemical and structural properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.B | All living organisms have genetic material (DNA) that carries hereditary information |
| Benchmark | 3.B.B1.b | Recognize that DNA codes for proteins, which are expressed as the heritable characteristics of an organism |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.C | Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during |
| Benchmark | 3.C.B1.a | Recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.1 | A proficient student will compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.3 | A proficient student will communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (e.g., Punnett squares) |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.5 | A proficient student will create and use a basic classification scheme to identify plants and animals |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.1 | A proficient student will investigate and use appropriate technology to demonstrate that cells have common features including differences that determine function and that they are composed of common building blocks (e.g., proteins, carbohydrates, nucleic acids, lipids) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.2 | A proficient student will describe and explain the complex processes involved in energy use in cell maintenance, growth, repair and development |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.3 | A proficient student will model the structure of DNA and protein synthesis, discuss the molecular basis of heredity, and explain how it contributes to the diversity of life |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Students, through the inquiry process, 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 | 3.5 | A proficient student will generate and apply biological classification schemes to infer and discuss the degree of divergence between ecosystems |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 8.4.1 | By the end of eighth grade, students will develop an understanding of the structure and function in living systems. |
| Benchmark | Example Indicator | Investigate and describe the levels of organizations: cells, tissues, organs, organ systems, whole organisms, and ecosystems; investigate and demonstrate that all living things are composed of cells; investigate and explain how cells sustain life through functions (e.g., growth and nutrition). |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 8.4.2 | By the end of eighth grade, students will develop an understanding of reproduction and heredity. |
| Benchmark | Example Indicator | Investigate and explain how organisms’ behaviors enhance their abilities to obtain and use resources, grow, and reproduce. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 8.4.5 | By the end of eighth grade, students will develop an understanding of diversity and adaptations of organisms. |
| Benchmark | Example Indicator | Explain how internal structures, similarity of chemical processes, (e.g., photosynthesis and respiration) and evidence of common ancestry demonstrate unity among organisms. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 12.4.2 | By the end of twelfth grade, students will develop an understanding of the molecular basis of heredity. |
| Benchmark | Example Indicator | Investigate and describe how DNA carries the genetic code. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | L.8.A | Students understand the role of genetic information in the continuation of a species. |
| Benchmark | L.8.A.1 | Students know heredity is the passage of genetic instructions from one generation to the next generation. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | L8B | Students understand that living things are composed of cells, which are specialized in multi cellular organisms to perform a variety of life functions. |
| Benchmark | L.8.B.1 | Students know all organisms are composed of cells, which are the fundamental units of life |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | L8B | Students understand that living things are composed of cells, which are specialized in multi cellular organisms to perform a variety of life functions. |
| Benchmark | L.8.B.3 | Students know some organisms are made of just one cell and that multicellular organisms can consist of thousands to millions of cells working together. |
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | L8B | Students understand that living things are composed of cells, which are specialized in multi cellular organisms to perform a variety of life functions. |
| Benchmark | L.8.B.4 | Students know cells combine to form tissues that combine to form organs and organ systems that are specialized to perform life functions. E/S |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L.12.A | Students understand how genetic information is passed from one generation to another. |
| Benchmark | L.12.A.1 | Students know genetic information passed from parents to offspring is coded in the DNA molecule. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L12B | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. |
| Benchmark | L.12.B.1 | Students know cell structures and their functions. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L12B | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. |
| Benchmark | L.12.B.2 | Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L12D | Students understand biological evolution and diversity of life. |
| Benchmark | L.12.D.1 | Students know organisms can be classified based on evolutionary relationships. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L12D | Students understand biological evolution and diversity of life. |
| Benchmark | L.12.D.2 | Students know similarity of DNA sequences gives evidence of relationships between organisms. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L12D | Students understand biological evolution and diversity of life. |
| Benchmark | L.12.D.5 | Students know biological evolution explains diversity of life. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | L8D | Students understand that life forms change over time, contributing to the variety of organisms found on the Earth. |
| Benchmark | L.8.D.1 | Students know species can be identified and classified based upon their characteristics. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:1.4 | Differentiate between prokaryotic and eukaryotic cells according to general structure and degrees of complexity. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:1.1 | Describe how organisms are classified into a hierarchy of groups and subgroups, which are based on similarities that reflect their evolutionary relationships. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:1.2 | Explain that organisms that possess similar DNA code are more closely related than those in which DNA varies greatly |
| Visualizing Human Physiology | ||
| Grade | 11-12 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:12:1.1 | Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:8:1.1 | Recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of relatedness among organisms. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:8:1.2 | Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance (e.g., cells, tissues, organs and systems). [LS1(5-8)SAE+FAF-2] |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:8:2.1 | Identify the functions of the human body’s systems, including digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and protection from disease; and describe how they interact with one another. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:8:2.4 | Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism. [LS1(5-8)FAF-4] |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:8:3.1 | Differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to reproduce, typically half the genes come from each parent. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). |
| Benchmark | S:LS3:8:2.3 | Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features). |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). |
| Benchmark | S:LS3:8:3.1 | Recognize that hereditary information is contained in genes, which are located in the chromosomes of each cell; and explain that inherited traits can be determined by either one or many genes, and that a single gene can influence more than one trait, such as eye and hair color. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). |
| Benchmark | S:LS3:8:3.3 | Explain how individual organisms with certain traits are more likely than others to survive and have offspring. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). |
| Benchmark | S:LS3:8:3.5 | Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring. [LS3(5-8)POC-9] |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). |
| Benchmark | S:LS3:8:3.5 | Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring. [LS3(5-8)POC-9] |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:2.1 | Identify the structures of different types of cell parts/organelles and explain the functions they perform. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:2.2 | Recognize how cell functions are regulated through changes in the activity of the functions performed by proteins, and through the selective expression of individual genes; and explain how this regulation allows cells to respond to their enviand to control and coordinate cell growth and division. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:2.5 | Describe the structures of proteins and their role in cell function. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | S:LS1:11:3.1 | Describe the chemical and structural properties of DNA and explain its role in identifying the characteristics of an organism. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS4 | Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. |
| Benchmark | S:LS4:11:1.2 | Describe how the functions of all the human body systems are interrelated at a chemical level and how they maintain homeostasis. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS4 | Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. |
| Benchmark | S:LS4:11:3.2 | Explain how the immune system functions to prevent and fight disease. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS4 | Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. |
| Benchmark | S:LS4:11:3.3 | Explain how the immune system, endocrine system, or nervous system works and draw conclusions about how systems interact to maintain homeostasis in the human body. [LS4(9-11)SAE+FAF-10] |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 5.3.E | All students will understand that sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. |
| Benchmark | 5.3.12.E.2 | Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 5.3.D | All students will understand that organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. |
| Benchmark | 5.3.8.D.1 | Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 5.3.A | All students will understand that living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. |
| Benchmark | 5.3.8.A.1 | Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 5.3.A | All students will understand that living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. |
| Benchmark | 5.3.8.A.2 | Relate the structures of cells, tissues, organs, and systems to their functions in supporting life. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 5.3.A | All students will understand that living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. |
| Benchmark | 5.3.12.A.1 | Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | II | Understand how traits are passed from one generation to the next and how species evolve. |
| Benchmark | 1 | Know that reproduction is a characteristic of all living things and is essential to the continuation of a species. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | II | Understand how traits are passed from one generation to the next and how species evolve. |
| Benchmark | 6 | Know that hereditary information is contained in genes that are located in chromosomes, including: determination of traits by genes; traits determined by one or many genes; more than one trait sometimes influenced by a single gene. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | II.II | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. |
| Benchmark | 7 | Know how to classify organisms: domain, kingdom, phylum, class, order, family, genus, species. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | III | Understand the structure of organisms and the function of cells in living systems. |
| Benchmark | 1 | Understand that organisms are composed of cells and identify unicellular and multicellular organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | III | Understand the structure of organisms and the function of cells in living systems. |
| Benchmark | 2 | Explain how organs are composed of tissues of different types of cells (e.g., skin, bone, muscle, heart, intestines). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | III | Understand the structure of organisms and the function of cells in living systems. |
| Benchmark | 3 | Understand that many basic functions of organisms are carried out in cells, including: growth and division to produce more cells (mitosis); specialized functions of cells (e.g., reproduction, nerve-signal transmission, digestion, excretion, movement, transport of oxygen). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | III | Understand the structure of organisms and the function of cells in living systems. |
| Benchmark | 4 | Compare the structure and processes of plant cells and animal cells. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | II | Understand how traits are passed from one generation to the next and how species evolve. |
| Benchmark | 2 | Identify DNA as the chemical compound involved in heredity in living organisms. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | III | Understand the structure of organisms and the function of cells in living systems. |
| Benchmark | 1 | Describe how cells use chemical energy obtained from food to conduct cellular functions (i.e., respiration). |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | II.II.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 | 8 | Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species), including: classification of an organism into a category; similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities; similarities of organisms reflecting evolutionary relationships. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 1 | Living things are both similar to and different from each other and nonliving things. |
| Benchmark | Performance Indicator | Compare and contrast the parts of plants, animals, and one-celled organisms. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 1 | Living things are both similar to and different from each other and nonliving things. |
| Benchmark | Performance Indicator | Compare and contrast the parts of plants, animals, and one-celled organisms. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 1 | Living things are both similar to and different from each other and nonliving things. |
| Benchmark | Performance Indicator | Explain the functioning of the major human organ systems and their interactions. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 2 | Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. |
| Benchmark | Performance Indicator | Describe sexual and asexual mechanisms for passing genetic materials from generation to generation. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 4 | The continuity of life is sustained through reproduction and development. |
| Benchmark | Performance Indicator | Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 5 | Organisms maintain a dynamic equilibrium that sustains life. |
| Benchmark | Performance Indicator | Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1 | Living things are both similar to and different from each other and nonliving things. |
| Benchmark | Performance Indicator | Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. |
| Benchmark | Performance Indicator | Explain how the structure and replication of genetic material result in offspring that resemble |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 4 | The continuity of life is sustained through reproduction and development. |
| Benchmark | Performance Indicator | Explain how organisms, including humans, reproduce their own kind. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.1.1 | Understand the relationship between the structures and functions of cells and their organelles. |
| Benchmark | Bio.1.1.1 | Summarize the structure and function of organelles in eukaryotic cells (including: the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.1.1 | Understand the relationship between the structures and functions of cells and their organelles. |
| Benchmark | Bio.1.1.2 | Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.1.2 | Analyze the cell as a living system. |
| Benchmark | Bio.1.2.1 | Explain how homeostasis is maintained in the cell and within an organism in various environments (including: temperature and pH). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.4.1.1 | Understand how biological molecules are essential to the survival of living organisms |
| Benchmark | Bio.4.1 | Compare the structures and functions of the major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.4.1.1 | Understand how biological molecules are essential to the survival of living organisms |
| Benchmark | Bio.4.1.2 | Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Bio.4.1.1 | Understand how biological molecules are essential to the survival of living organisms |
| Benchmark | Bio.4.1.3 | Explain how enzymes act as catalysts for biological reactions. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.L.2 | Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring. |
| Benchmark | 7.L.2.1 | Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis). |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 8.L.4 | Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time. |
| Benchmark | 8.L.4.1 | Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 8.L.5 | Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms. |
| Benchmark | 8.L.5.1 | Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. |
| Benchmark | 7.L.1.1 | Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: Euglena, Amoeba. Paramecium, Volvox |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. |
| Benchmark | 7.L.1.2 | Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. |
| Benchmark | 7.L.1.3 | Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. |
| Benchmark | 7.L.1.4 | Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life. |
| Visualizing Human Physiology | ||
| Grade | 11-12 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 11-12.4.1 | Explain the importance of cell differentiation in the development of tissues, organs, organ systems, and multi-cellular organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.1 | Explain the functions of the cell (e.g., growth, metabolism, reproduction, photosynthesis, response) |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.2 | Identify levels of organization in living systems (e.g., cells, tissues, organs, organ systems, organisms, ecosystems) |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Identify the characteristics of reproduction (e.g., sexual, asexual) |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.5 | Classify organisms (e.g., taxonomic groups) |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 9-10.4.1 | Relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast) |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 9-10.4.2 | Relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells) |
| Visualizing Human Physiology | ||
| Grade | 9-10 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 9-10.4.3 | Explain the relationship between protein structure and function |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | C | Explain the genetic mechanisms and molecular basis of inheritance. |
| Benchmark | 6 | Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short). |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | E | Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. |
| Benchmark | 12 | Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | H | Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. |
| Benchmark | 21 | Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | A | Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. |
| Benchmark | 1 | Investigate the great variety of body plans and internal structures found in multicellular organisms. |
| Visualizing Human Physiology | ||
| 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. |
| Visualizing Human Physiology | ||
| 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 | 2 | Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs, organ systems, organisms). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | DNA determines the characteristics of organisms. |
| Benchmark | 1 | Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 2 | DNA determines the characteristics of organisms. |
| Benchmark | 2 | Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs, organ systems, organisms). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3 | Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards. |
| Benchmark | 1 | Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures). |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 4 | All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| Benchmark | 1 | Living organisms strive to maintain a constant internal environment (i.e., temperature regulation). |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3 | Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal and external structures. Adaptation involves the selection of naturally occurring variations in populations. |
| Benchmark | 1 | By classifying organisms, biologists consider details of internal and external structure. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3 | Reproduction is the process by which organisms give rise to offspring. Heredity is the passing of traits to offspring. All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| Benchmark | 2 | Reproduction is essential for species survival. Individual organisms with certain traits are more likely to survive and produce offspring. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 2 | Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| Benchmark | 1 | Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.1.B.A1 | Describe the common characteristics of life. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Explain that some structures in eukaryotic cells developed from early prokaryotic cells (e.g., mitochondria, chloroplasts) |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.1.B.A2 | Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration. Explain the important role of ATP in cell metabolism. Describe the relationship between photosynthesis and cellular respiration in photosynthetic organisms. Explain why many biological macromolecules such as ATP and lipids contain high energy bonds. Explain the importance of enzymes as catalysts in cell reactions. Identify how factors such as pH and temperature may affect enzyme function. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.1.B.A5 | Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc). Explain the role of water in cell metabolism. Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell. Describe transport mechanisms across the plasma membrane. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.1.B.A6 | Explain how cells differentiate in multicellular organisms. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 3.1.B.B1 | Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. Explain the basic process of DNA replication. Describe the basic processes of transcription and translation. Explain how crossing over, jumping genes, and deletion and duplication of genes results in genetic variation. Explain how mutations can alter genetic information and the possible consequences on resultant cells. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.1.8.C1 | Explain how reproductive success coupled with advantageous traits over many generations contributes to natural selection. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 3.1.10.B3 | Describe the basic structure of DNA and its function in genetic inheritance. Describe the role of DNA in protein synthesis as it relates to gene expression. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | 3.1.7.B2 | Compare sexual reproduction with asexual reproduction. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 3.1.10.A2 | Explain cell processes in terms of chemical reactions and energy changes. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 3.1.10.A7 | Describe the relationship between the structure of organic molecules and the function they serve in living organisms. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | 3.1.7.A5 | Explain how the cell is the basic structural and functional unit of living things. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3.1.7.A1 | Describe the similarities and differences of physical characteristics in diverse organisms. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3.1.7.A5 | Explain how the cell is the basic structural and functional unit of living things. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3.1.7.A6 | Identify the levels of organization from cell to organism. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3.1.7.A7 | Compare life processes (e.g. growth, digestion) at the organism level with life processes at the cellular level. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 3.1.7.A7 | Compare life processes (e.g. growth, digestion) at the organism level with life processes at the cellular level. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS 4 | Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. |
| Benchmark | LS4 (7-8) – 11c | Students demonstrate an understanding of human heredity by identifying that genetic material (i.e. chromosomes and genes) is located in the cell’s nucleus. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (7-8)–2a | Students demonstrate an understanding of structure and function-survival requirements by explaining how the cell, as the basic unit of life, has the same survival needs as an organism (i.e., obtain energy, grow, eliminate waste, reproduce, provide for defense). |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (7-8)–3a | Students demonstrate an understanding of reproduction by explaining reproduction as a fundamental process by which the new individual receives genetic information from parent(s). |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (7-8)–3b | Students demonstrate an understanding of reproduction by describing forms of asexual reproduction that involve the genetic contribution of only one parent (e.g., binary fission, budding, vegetative propagation, regeneration). |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). |
| Benchmark | LS3 (7-8) – 8b | Students demonstrate an understanding of classification of organisms by explaining how species with similar evolutionary histories/characteristics are classified more closely together with some organisms than others (e.g., a fish and human have more common with each other than a fish and jelly fish) |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). |
| Benchmark | LS3 (7-8) – 8c | Students demonstrate an understanding of classification of organisms by recognizing the classification system used in modern biology. |
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS3 | Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). |
| Benchmark | LS3 (7-8) -9b | Students demonstrate an understanding of Natural Selection/ evolution by gathering evidence that demonstrates evolutionary relationships among organisms (e.g., similarities in body structure, early development, traits). |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS 4 | Humans are similar to other species in many ways, and yet are unique among Earth’s life forms. |
| Benchmark | LS4 (9-11)-10a | Students demonstrate an understanding of human body systems by explaining how the roles of the immune, endocrine, and nervous systems work together to maintain homeostasis. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (9-11) –2c | Students demonstrate an understanding of the molecular basis for heredity by describing how DNA contains the code for the production of specific proteins. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (9-11)-1b | Students demonstrate understanding of structure and function-survival requirements by explaining that most multicellular organisms have specialized cells to survive, while unicellular organisms perform all survival functions. (e.g. nerve cells communicate with other cells, muscle cells contract, unicellular are not specialized). |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). |
| Benchmark | LS1 (9-11)-1c | Students demonstrate understanding of differentiation by comparing the role of various sub-cellular structures in unicellular organisms to comparable structures in multicellular organisms (e.g. oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-2 | The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. |
| Benchmark | 7-2.5 | Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-3 | The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. |
| Benchmark | 7-3.1 | Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-3 | The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. |
| Benchmark | 7-3.2 | Recall the major organs of the human body and their function within their particular body system. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-3 | The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. |
| Benchmark | 7-3.3 | Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. |
| Benchmark | B-2.1 | Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. |
| Benchmark | B-2.2 | Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. |
| Benchmark | B-2.3 | Compare the structures and organelles of prokaryotic and eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. |
| Benchmark | B-2.4 | Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-4 | The student will demonstrate an understanding of the molecular basis of heredity. |
| Benchmark | B-4.2 | Summarize the relationship among DNA, genes, and chromosomes. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-4 | The student will demonstrate an understanding of the molecular basis of heredity. |
| Benchmark | B-4.3 | Explain how DNA functions as the code of life and the blueprint for proteins. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard B-5 | The student will demonstrate an understanding of biological evolution and the diversity of life. |
| Benchmark | B-5.7 | Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-2 | The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. |
| Benchmark | 7-2.1 | Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-2 | The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. |
| Benchmark | 7-2.2 | Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 7-2 | The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. |
| Benchmark | 7-2.4 | Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 7.L.1.1 | Students are able to identify basic cell organelles and their functions. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 7.L.1.2 | Students are able to identify and explain the function of the human systems and the organs within each system. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 7.L.1.3 | Students are able to classify organisms by using the currently recognized kingdoms. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 9-12.L.1.1 | Students are able to relate cellular functions and processes to specialized structures within cells. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 9-12.L.1.2 | Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. |
| Benchmark | 9-12.L.1.3 | Students are able to identify structures and function relationships within major taxa. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | GLE 0807.5.1 | Identify various criteria used to classify organisms into groups. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.4.2 | Describe the relationships among genes, chromosomes, proteins, and hereditary traits. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.5.2 | Analyze the relationship between form and function in living things. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.5.6 | Explore the evolutionary basis of modern classification systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3216.1.1 | Compare the characteristics of prokaryotic and eukaryotic cells. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3216.1.2 | Describe how fundamental life processes depend on chemical reactions that occur in specialized parts of the cell. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3216.1.4 | Describe the enzyme-substrate relationship. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.1.1 | Compare the structure and function of cellular organelles in both prokaryotic and eukaryotic cells. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.1.2 | Distinguish among the structure and function of the four major organic macromolecules found in living things. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3210.1.3 | Describe how enzymes regulate chemical reactions in the body. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 0707.1.1 | Make observations and describe the structure and function of organelles found in plant and animal cells. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 0707.1.2 | Summarize how the different levels of organization are integrated within living systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 0707.1.3 | Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 0707.4.1 | Compare and contrast the fundamental features of sexual and sexual reproduction. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | GLE 0707.4.3 | Explain the relationship among genes, chromosomes, and inherited traits. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | CLE 3251.1.2 | Investigate the interrelationship between the structures and functions of the body systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | (c) 4 | The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. |
| Benchmark | A | The student is expected to compare and contrast prokaryotic and eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | (c) 8 | The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. |
| Benchmark | C | The student is expected to compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | (b) 12 | The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. |
| Benchmark | D | The student is expected to differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | (b) 12 | The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. |
| Benchmark | F | The student is expected to recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 2 | Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. |
| Benchmark | Objective 1 | Describe the fundamental chemistry of living cells. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). Explain the role of enzymes in cell chemistry. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 2 | Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. |
| Benchmark | Objective 3 | Investigate the structure and function of cells and cell parts. D. Describe the relationship between the organelles in a cell and the functions of that cell. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students will understand the relationship between structure and function of organs and organ systems. |
| Benchmark | Objective 1 | Describe the structure and function of organs. Relate the structure of organs to the function of organs.Compare the structure and function of organs in one organism to the structure and function of organs in another organism. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 3 | Students will understand the relationship between structure and function of organs and organ systems. |
| Benchmark | Objective 2 | Describe the relationship between structure and function of organ systems in plants and animals. Relate the function of an organ to the function of an organ system. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 4 | Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. |
| Benchmark | Objective 1 | Compare sexual and asexual reproduction. b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 4 | Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. |
| Benchmark | Objective 3 | Explain how the structure and replication of DNA are essential to heredity and protein synthesis. c.Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules. |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | Standard 5 | Students will understand that biological diversity is a result of evolutionary processes. |
| Benchmark | Objective 3 | Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships. C. Explain how evolutionary relationships are related to classification systems. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 3 | Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions. |
| Benchmark | Objective 2 | Identify and describe the function and interdependence of various organs and tissues. A. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 4 | Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment. |
| Benchmark | Objective 1 | Compare how sexual and asexual reproduction passes genetic information from parent to offspring. B. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 4 | Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment. |
| Benchmark | Objective 3 | Classify organisms using an orderly pattern based upon structure. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist). |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | Standard 4 | Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment. |
| Benchmark | Objective 3 | Classify organisms using an orderly pattern based upon structure. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist). |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| 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 | aa | Identify, model, and explain the structure and function (e.g., cells, tissues, organs, systems) of organisms (e.g. plants, animals, microbes), both as individual entities and as components of larger systems. |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| 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 | bb | Identify and use anatomical structures to classify organisms (e.g., plants, animals, fungi). |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 7.14 | Students demonstrate understanding of the human body heredity, body systems, and individual development and understand the impact of the environment on the human body. |
| Benchmark | aa | Describe how genetic information is passed through reproduction (e.g., genes, traits, chromosomes); |
| Visualizing Human Physiology | ||
| Grade | 5-8 | |
| Standard | 7.14 | Students demonstrate understanding of the human body heredity, body systems, and individual development and understand the impact of the environment on the human body. |
| Benchmark | bb | Demonstrate an understanding of the human body systems for obtaining and providing energy, defense, reproduction, hormones, immunity, and coordination of physical functions |
| Visualizing Human Physiology | ||
| 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). |
| Visualizing Human Physiology | ||
| 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 | bbb | Demonstrate understanding of how biological organisms are classified into a hierarchy of groups and subgroups based upon similarities that reflect their evolutionary relationships (e.g., plants, animals, microorganisms). |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 7.14 | Students demonstrate understanding of the human body heredity, body systems, and individual development and understand the impact of the environment on the human body. |
| Benchmark | aaa | Explain and model how information passed from parents to offspring is coded in DNA molecules (e.g., gene mutations, gene combinations) |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | 7.14 | Students demonstrate understanding of the human body heredity, body systems, and individual development and understand the impact of the environment on the human body. |
| Benchmark | bbb | Demonstrate an understanding that human beings have complex biochemical systems that enable them to function and reproduce (e.g., immunity); |
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | BIO.5 | The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals, including humans. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | BIO.6 | The student will investigate and understand common mechanisms of inheritance and protein synthesis. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS.5 | The student will investigate and understand how organisms can be classified. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS.13 | The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS.2 | The student will investigate and understand that all living things are composed of cells. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS.3 | The student will investigate and understand that living things show patterns of cellular organization. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 7-8 | |
| Standard | LS.4 | The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS3B | Students know that every organism contains a set of genetic information (instructions) to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS3C | Reproduction is essential for every species to continue to exist. Some plants and animals reproduce sexually while others reproduce asexually. Sexual reproduction leads to greater diversity of characteristics because offspring inherit genes from both parents. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS3D | In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent. In asexual reproduction just one parent is involved, and genetic information is passed on nearly unchanged. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | 9-11 LS3E | Biological classifications are based on how organisms are related, reflecting their evolutionary history. Scientists infer relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS1A | All organisms are composed of cells, which carry on the many functions needed to sustain life. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS1B | One-celled organisms must contain parts to carry out all life functions. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS1C | Students know that multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 6-8 | |
| Standard | 6-8 LS1E | In classifying organisms, scientists consider both internal and external structures and behaviors. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | 9-11 LS1C | Students know that cells contain specialized parts for determining essential functions such as regulation of cellular activities, energy capture and release, formation of proteins, waste disposal, the transfer of information, and movement. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | 9-11 LS1D | The cell is surrounded by a membrane that separates the interior of the cell from the outside world and determines which substances may enter and which may leave the cell. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | 9-11 LS1E | Students know that the genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 9-11 | |
| Standard | 9-11 LS1G | Students know that cells use the DNA that forms their genes to encode enzymes and other proteins that allow a cell to grow and divide to produce more cells, and to respond to the environment. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.B.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.B.2.1 | Investigate and correlate the properties of chemical and biological molecules to their function in biochemical pathways. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.B.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.B.2.17 | Compare morphological, cladistic and other classification systems including domains, kingdoms and other taxa. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.B.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.B.2.2 | Relate the structure of cellular organelles to their functions and interactions in eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.B.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.B.2.23 | Analyze interrelationships of organisms within an ecosystem: competition, predation, symbiosis, commensalism, mutualism, parasitism. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.CB.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.CB.2.1 | Relate molecules to their functions in biochemical pathways. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.CB.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.CB.2.15 | Compare morphological and other classification systems including domains, kingdoms and other taxa. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.CB.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.CB.2.2 | Relate the structure of cellular organelles to their functions and interactions in eukaryotic cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.CB.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.CB.2.3 | Compare and contrast cell types: prokaryotic/eukaryotic, plant/animal, various body cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.10.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.10.2.1 | Relate the structure of cell organelles to their functions. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.10.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.10.2.2 | Apply knowledge of cells to variations in cells, tissues, and organs of different organisms. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.10.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.10.2.3 | Compare and contrast mechanisms for the movement of materials into and out of cells. |
| Visualizing Human Physiology | ||
| Grade | 10 | |
| Standard | SC.S.10.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.10.2.8 | Compare traditional and modern classification systems. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | SC.S.7.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.7.2.03 | Explain how skeletal, muscular, and integumentary systems work together in the human body. |
| Visualizing Human Physiology | ||
| Grade | 7 | |
| Standard | SC.S.7.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.7.2.04 | Compare the level of organization of cells, tissues and organs in living things. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC.S.8.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.8.2.02 | Examine and describe the structures and functions of cell organelles. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC.S.8.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.8.2.03 | Explain how the circulatory, respiratory and reproductive systems work together in the human body. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC.S.8.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.8.2.04 | Compare the variations in cells, tissues and organs of the circulatory, respiratory and reproductive systems of different organisms. |
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC.S.8.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.8.2.09 | Organize groups of unknown organisms based on observable characteristics (e.g., create dichotomous keys). |
| Visualizing Human Physiology | ||
| Grade | 9 | |
| Standard | SC.S.9.2 | Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. |
| Benchmark | SC.O.9.2.5 | Compare and contrast the structure and function of cells, tissues and systems of different organisms. |
| Visualizing Human Physiology | ||
| Grade | 12 | |
| Standard | F.12.5 | Understand the theory of evolution, natural selection, and biological classification |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 12 | |
| Standard | 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 |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | F.8.4 | Investigate and explain that heredity is comprised of the characteristic traits found in genes within the cell of an organism |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 12 | |
| Standard | F.12.4 | State the relationships between functions of the cell and functions of the organism as related to genetics and heredity |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 12 | |
| Standard | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 12 | |
| Standard | F.12.2 | Understand how cells differentiate and how cells are regulated |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | F.8.1 | Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | F.8.3 | Differentiate between single-celled and multiple-celled organisms (humans) through investigation, comparing the cell functions of specialized cells for each type of organism |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC8.1.1 | Students model the cell as the basic unit of a living system. They realize that all functions that sustain life act within a single cell and cells differentiate into specialized cells, tissues, organs, and organ systems. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC11.1.5 | Describe the need of living systems for a continuous input of energy to maintain chemical and physical stability. Explain the unidirectional flow of energy and organic matter through a series of trophic levels in living systems. Investigate the distribution and abundance of organisms in ecosystems, which are limited by the availability of matter and energy and the ability of the living system to recycle materials. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC11.1.2 | Demonstrate an understanding that organisms ensure species continuity by passing genetic information from parent to offspring. Utilize genetic information to make predictions about possible offspring. Apply concepts of molecular biology (DNA and genes) to recent discoveries. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 8 | |
| Standard | SC8.1.2 | Students describe reproduction as a characteristic of all living systems, which is essential to the continuation of species, and identify and interpret traits, patterns of inheritance, and the interaction between genetics and environment. |
| Benchmark | ||
| Visualizing Human Physiology | ||
| Grade | 11 | |
| Standard | SC11.1.1 | 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. |
| Benchmark | ||
Visualizing Human Physiology
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Visualizing Human Physiology
Human beings, like every living organism, are driven by two inherent needs – to survive, and ultimately, to reproduce – that is – to pass our genes on to the future of our species. To accomplish the goals of survival and reproduction we have inherited bodies finely crafted by evolution so that every one of us, every individual human organism, is an organic super factory – a living machine made up of systems that process fuel, build products, repair damage, expel waste, and defend against invaders.
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