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Quarter 1 Standards: 
  1. 10.RST.01: I can cite textual evidence to support what the text says and what conclusions are being made. 

  2. HS.4S.C1.PO2: I can compare the form and function of prokaryotic and eukaryotic cells and their cellular parts. 

  3. HS.4S.C1.PO4: I can analyze mechanisms of transport of materials into and out of cells. 

  4. HS.4S.C5.PO1: I can compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products.

  5. HS.4S.C5.PO2: I can describe the role of organic and inorganic chemicals important to living things. 

Quarter 2 Standards:
  1. HS.4S.C1.PO5: I can describe the purposes and processes of cellular reproduction. 

  2. HS.4S.C2.PO2: I can describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis.

  3. HS.4S.C2.PO3: I can explain how genotypic differences occur and results in phenotypic variety.

  4. HS.4S.C2.PO4: I can describe how meiosis and fertilization maintain genetic differences. 

  5. HS.4S.C4.PO2: I can explain how genotypic and phenotypic differences can result in changes that may help or hurt an organism's success in an environment. 

Quarter 3 Standards:
  1. 10.RST.05: I can analyze relationships among concepts in a text including relationships among key terms.

  2. HS.4S.C3.PO1: I can identify the relationships among organisms within populations, communities, ecosystems, and biomes.

  3. HS.3S.C3.PO2: I can describe biotic and abiotic factors that affect human populations. 

  4. HS.4S.C3.PO3: I can assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment.

  5. HS.4S.C4.PO1: I can identify the components of natural selection which can lead to speciation. 

  6. HS.4S.C4.PO3: I can describe how the continuing operation of natural selection triggers a population's ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. 

  7. HS.4S.C4.PO4: I can predict how a change in an environmental factor can affect the number and diversity of species in an ecosystem.

  8. HS.4S.C4.PO6: I can analyze, using a biological classification system, the degree of relatedness among various species. 

  9. HS.4S.C5.PO4: I can diagram the energy flow in an ecosystem through a food chain. 

  10. HS.4S.C5.PO5: I can describe the levels of organization of living things from cells, through tissues, organs, organ systems, organism, populations, and communities to ecosystems. 

Quarter 4 Standards:
  1. 10.RST.09: I can compare and contrast the results of different scientists experiments (and to my own using peer review).

  2. HS.3S.C2.PO3: I can support a position on a science or technology issue.

Yearly Standards (taught throughout the school year):
  1. 10.RST.10: I can read and comprehend science/technical texts in Biology and Physics independently and proficiently.

  2. HS.1S.C1.PO1: I can evaluate whether the scientific information is relevant to a given problem.

  3. HS.1S.C1.PO2: I can develop questions from my observations that transition to testable hypotheses.

  4. HS.1S.C1.PO3: I can formulate a testable hypothesis.

  5. HS.1S.C1.PO4: I can predict the outcome of an investigation based on prior evidence, probability, and/or modeling.

  6. HS.1S.C2.PO1: I can demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiries.

  7. HS.1S.C2.PO2: I can identify the resources needed to conduct an investigation.

  8. HS.1S.C2.PO3: I can design an appropriate protocol for testing a hypothesis.

  9. HS.1S.C3.PO1: I can interpret data that show a variety of possible relationships between variables.

  10. HS.1S.C3.PO2: I can evaluate whether investigational data support or do not support the proposed hypothesis.

  11. HS.1S.C3.PO4: I can evaluate the design of an investigation to identify possible sources of procedural error.

  12. HS.1S.C3.PO5: Design models (conceptual or physical) of the following to represent "real world" scenarios: collisions, carbon cycle, water cycle, and phase change.

  13. HS.1S.C3.PO7: Propose further investigations based on the findings of a conducted investigation.

  14. HS.1S.C4.PO1: For a specific investigation, I can choose an appropriate method for communicating the results.

  15. HS.1S.C4.PO3: Communicate results clearly and logically.

  16. HS.1S.C4.PO4: I can support conclusions with logical scientific arguments.

  17. HS.2S.C1.PO1 (Teacher Assessed): I can describe how human curiosity and needs have influenced science, impacting the quality of life worldwide.

  18. HS.2S.C1.PO2 (Teacher Assessed): I can describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations.

  19. HS.2S.C1.PO3: I can analyze how specific changes in science have affected society.

  20. HS.2S.C1.PO4 (Teacher Assessed): I can analyze how specific cultural and/or societal issues promote or hinder scientific advancements.

  21. HS.2S.C2.PO1: I can specify the requirements of a valid, scientific explanation.

  22. HS.2S.C2.PO2: I can explain the process by which accepted ideas are challenged or extended by scientific discoveries.

  23. HS.2S.C2.PO4 (Teacher Assessed): I can describe how scientists continue to investigate and critically analyze aspects of theories.

  24. HS.3S.C2.PO2 (Teacher Assessed): I can recognize the importance of basing arguments on a complete understanding of the core concepts and principles of science and technology.

  25. HS.3S.C2.PO4: Analyze the use of renewable and nonrenewable resources in Arizona: water, land, soil, minerals, and air.

  26. HS.3S.C3.PO1: Analyze social factors that limit the growth of a human population, including: affluence, education, access to health care, and cultural influences.

Last modified
09:46, 5 Apr 2017


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