Life Sciences: List of Indicators

Grade 9

Grade 10

No indicators present for this benchmark.

Characteristics and Structure of Life

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.

2. Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells.

Grade 9

Grade 10

No indicators present for this benchmark.

Characteristics and Structure of Life

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
e. synthesis of new molecules

4. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells.

Grade 9

Grade 10

No indicators present for this benchmark.

Heredity

5. Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism.

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).

7. Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that
cell is found.

8. Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits and jumping genes) to explain inheritance.

Grade 9

Grade 10

No indicators present for this benchmark.

Diversity and Interdependence of Life

9. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated
into the environment as thermal energy (e.g., food webs and energy pyramids).

10. Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation).

11. Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement).

Grade 9

Grade 10

No indicators present for this benchmark.

Diversity and Interdependence of Life

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.

13. Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions.

14. Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation).

Grade 9

Grade 10

No indicators present for this benchmark.

Diversity and Interdependence of Life

15. Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).

16. Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy.

17. Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear.

Grade 9

Grade 10

No indicators present for this benchmark.

Diversity and Interdependence of Life

18. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity.

19. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production and sustainable vs. nonsustainable agriculture).

Grade 9

Grade 10

No indicators present for this benchmark.

Evolutionary Theory

20. Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution.

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.

22. Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis).

23. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)

Grade 9

Grade 10

No indicators present for this benchmark.

Evolutionary Theory

24. Analyze how natural selection and other evolutionary mechanisms (e.g. genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms.

25. Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex
multicellular organisms evolved.

Grade 9

Grade 10

No indicators present for this benchmark.

Historical Perspectives and Scientific Revolutions

26. Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different
investigators (e.g., biological evolution, germ theory, biotechnology and discovering germs).

27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).

28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).