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Learning Standards for Mathematics, Science, and Technology at Three Levels

Standard 4: Science - Commencement

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

The Living Environment

1. Living things are both similar to and different from each other and nonliving things.

Students:

     explain how diversity of populations within ecosystems relates to the stability of ecosystems.
     describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
     explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
 

2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

Students:

     explain how the structure and replication of genetic material result in offspring that resemble their parents.
     explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.

This is evident, for example, when students:

     record outward characteristics of fruit flies and then breed them to determine patterns of inheritance.
 

3. Individual organisms and species change over time.

Students:

     explain the mechanisms and patterns of evolution.

This is evident, for example, when students:

     determine characteristics of the environment that affect a hypothetical organism and explore how different characteristics of the species give it a selective advantage.
 

4. The continuity of life is sustained through reproduction and development.

Students:

     explain how organisms, including humans, reproduce their own kind.

This is evident, for example, when students:

     observe the development of fruit flies or rapidly maturing plants, from fertilized egg to mature adult, relating embryological development and structural adaptations to the propagation of the species.
 

5. Organisms maintain a dynamic equilibrium that sustains life.

Students:

     explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
     explain disease as a failure of homeostasis.
     relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

This is evident, for example, when students:

     investigate the biochemical processes of the immune system, and its relationship to maintaining mental and physical health.
 

6. Plants and animals depend on each other and their physical environment.

Students:

     explain factors that limit growth of individuals and populations.
     explain the importance of preserving diversity of species and habitats.
     explain how the living and nonliving environments change over time and respond to disturbances.

This is evident, for example, when students:

     conduct a long-term investigation of a local ecosystem.
 

7. Human decisions and activities have had a profound impact on the physical and living environment.

Students:

     describe the range of interrelationships of humans with the living and nonliving environment.
     explain the impact of technological development and growth in the human population on the living and non-living environment.
     explain how individual choices and societal actions can contribute to improving the environment.

This is evident, for example, when students:

     compile a case study of a technological development that has had a significant impact on the environment.