Science Content Standards and Objectives 10th Grade Biology
Standard 1: Nature and Application of Science (SC.S.B.1)
Students will
 demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of
diverse cultures and scientists.
 demonstrate the ability to use the inquiry process to solve problems.
 relate science-technology-societal issues while using a variety of sources to construct and defend their solutions.
Essential Important
SC.O.B.1.1
SC.O.B.1.2
SC.O.B.1.3
implement safe procedures and
practices when manipulating
equipment, materials, organisms,
and models.
X
formulate scientific explanations
based on historical observations
and experimental evidence,
accounting for variability in
experimental results.
conduct and/or design
investigations that incorporate the
skills and attitudes and/or values
of scientific inquiry (e.g.,
established research protocol,
accurate record keeping,
replication of results and peer
review, objectivity, openness,
Compact
X
X
skepticism, fairness, or creativity
and logic.).
SC.O.B.1.4
SC.O.B.1.5
SCO.B.1.6
design, conduct, evaluate and
revise experiments (e.g., compose
a question to be investigated,
design a controlled investigation
that produces numeric data,
evaluate the data in the context of
scientific laws and principles,
construct a conclusion based on
findings, propose revisions to
investigations based on
manipulation of variables and/or
analysis of error, or communicate
and defend the results and
conclusions).
draw conclusions from a variety of
data sources to analyze and
interpret systems and models (e.g.,
use graphs and equations to
measure and apply variables such
as rate and scale, evaluate changes
in trends and cycles, or predict the
influence of external variances
such as potential sources of error,
or interpret maps).
investigate, compare and design
X
X
scientific and technological
solutions to address personal
and societal problems.
SC.O.B.1.7
SC.O.B.1.8
SC.O.B.1.9
given current science-technologysocietal issues, construct and
defend potential solutions.
X
X
relate societal, cultural and
economic issues to key scientific
innovations.
X
synthesize concepts across
various science disciplines to
better understand the natural
world (e.g., form and function,
systems, and change over time.
X
Standard 2: Content of Science 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
and the earth and space sciences.

apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
Essential Important Compact
SC.O.B.2.1 investigate and correlate the
properties of biological
|
molecules to their function in
biochemical pathways.
SC.O.B.2.2 relate the structure of cellular
organelles to their functions and
interactions in eukaryotic cells.
SC.O.B.2.3 compare and contrast cell type:
prokaryotic/eukaryotic,
plant/animal, nerve/muscle,
archaea/bacteria.
SC.O.B.2.4
X
X
X
relate the structure and
function of individual body
systems to the overall
functioning of the organism.
X
SC.O.B.2.5 predict and assess responses of
organisms to internal and
environmental stimuli.
X
SC.O.B.2.6 analyze the chemistry and fluid
mosaic model of the cell
membrane as it relates to import
and export of molecules
necessary for life including
osmosis, diffusion, active and
passive transport and dialysis.
SC.O.B.2.7 quantitatively analyze the flow
of energy through cellular
processes such as
photosynthesis, cellular
respiration and fermentation.
SC.O.B.2.8 differentiate the mechanisms of
homeostasis in living systems
(negative and positive
feedback).
SC.O.B.2.9 examine the processes of binary
fission, mitosis, and meiosis
relate them to the number of
chromosomes and
production of daughter cells,
somatic cells, gametes, and
variation or lack of variations
within a species.
SC.O.B.2.10 use Punnett squares to predict
X
X
X
X
genotypic and phenotypic ratios
by applying Mendel’s Laws of
Genetics in monohybrid and
dihybrid crosses, complete and
incomplete dominance,
codominance, sex-linked, and
multiple alleles.
X
SC.O.B.2.11 analyze karyotypes and
pedigrees as diagnostic tools.
X
SC.O.B.2.12 construct and use models of
DNA to explain replication and
mutation.
X
SC.O.B.2.13 differentiate the structure and
function of messenger, transfer
and ribosomal RNA in the
process of transcription and
translation.
SC.O.B.2.14 research and debate the
application of DNA
technology in the context of
social, ethical and political
issues.
X
X
SC.O.B.2.15 evaluate the evidence for
natural selection including
speciation, fossil record
evidence, molecular
similarities and homologous
structures.
X
SC.O.B.2.16 evaluate the influence of the
historical social context on
the development of
evolutionary theory.
SC.O.B.2.17 compare morphological,
cladistic and other
classification systems
including domains, kingdoms
and other taxa.
SC.O.B.2.18 justify the placement of
viruses in the current
classification systems
SC.O.B.2.19 examine the cycle of viruses
and compare disease
prevention, vaccination,
vector control, and drug
therapy.
X
X
X
X
SC.O.B.2.20 evaluate environmental factors
that affect succession,
populations and communities.
SC.O.B.2.21 propose ecosystem models
that incorporate interactions of
biotic and abiotic
environmental variables in
biogeochemical cycles.
SC.O.B.2.22 interpret changes in energy as
it flows through an ecosystem
to illustrate conservation of
energy in the energy pyramid,
food web, and food chain.
analyze interrelationships
of organisms within an
ecosystem: competition, predation,
symbiosis, mutualism, parasitism,
commensalism.
SC.O.B.2.24 analyze graphs, GIS data and
traditional maps reflecting
changes in population to
predict limiting factors in
ecosystems as they determine
carrying capacity.
X
X
X
SC.O.B.2.23
X
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
First Nine Weeks
Scientific Procedures Unit
Key Learning/ Power Power Standard 11:
Standards
The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe
data collection techniques, comparing the relationship between dependent and independent variables, and
carefully analyzing data to draw conclusions or revise experiments.
Benchmark CSOs
Unit EQ
Textbook
Correlation
Lab
Activities/Resources
SC.O.B.1.1 - implement safe
procedures and practices
when manipulating
equipment, materials,
organisms, and models.
SC.O.B.1.4 - design, conduct, evaluate
and revise experiments: compose a
question to be investigated, design a
controlled investigation that produces
numeric data, evaluate the data in the
context of scientific laws and principles,
construct a conclusion based on findings,
propose revisions to investigations based
on manipulation of variables and/or
analysis of error, or communicate and
defend the results and conclusions.
How do scientists do science?
Prentice Hall Biology Chapter 1
1. Lab Safety
a. http://www.hschem.org/Laboratory/labs.htm
b. http://www.hschem.org/Resources/labsafety.htm
c. http://mjksciteachingideas.com/safety.html
d. http://www.sciencespot.net/Pages/classgen.html
2. Scientific Inquiry
a. http://www.sciencespot.net/Pages/classgen.html#Anchor3
SC.O.B.1.5 - draw conclusions
from a variety of data sources to
analyze and interpret systems
and models: use graphs and
equations to measure and apply
variables such as rate and scale,
evaluate changes in trends and
cycles, or predict the influence of
external variances such as
potential sources of error, or
interpret maps.
b.
c.
d.
e.
f.
Lesson EQ’s
http://schools.utah.gov/curr/sci/GIST/Facinating%20Brine%20Shrimp.pdf
http://www.teachersnetwork.org/ntol/howto/science/isopodlab.htm
http://www.k12station.com/k12link_library.html?subject=NST&sub_cat=105323&final=105324
http://www.sciencespot.net/Pages/classgenlsn.html
http://www.cloudnet.com/~edrbsass/edsci.htm
1. Why is it important to 1. How do scientists conduct scientific experimentation?
implement safe
procedures and
practices when
manipulating
equipment, materials,
organisms, and
models?
Unit Vocabulary
controlled experiment
dependent variable
independent variable
data
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
First Nine Weeks
Biochemical Pathways Unit
Key Learning/ Power
Standards
Benchmark CSOs
Unit EQ
Textbook Correlation
Lab Activities/Resources
Lesson EQ’s
Power Standard 3:
As students analyze the chemistry and processes of the fluid mosaic model of the cell membrane, they
will determine properties of biological molecules, relate the molecules to their functions in biochemical
pathways, and determine their movements necessary for sustaining life.
SC.O.B. 2.1 – investigate and correlate the
properties of biological molecules to their function
in biochemical pathways.
SC.O.B. 2.6 - analyze the chemistry and fluid
mosaic model of the cell membrane as it relates to
import and export of molecules necessary for life
including osmosis, diffusion, active and passive
transport and dialysis.
How are biological molecules essential to maintaining homeostasis in living things?
Prentice Hall Biology
Prentice Hall Biology
Chapter 2
Chapters 2 and 7
1. Osmosis/Diffusion
a. http://www.the-aps.org/education/k12curric/activities/pdfs/halverson.pdf
b. http://www.biologycorner.com/worksheets/diffusionlab.html
c. http://pslc.ws/macrog/kidsmac/activity/bear.htm
d. http://www.ekcsk12.org/faculty/jbuckley/lelab/redonionosmosislab.html
1. How can biological molecules be distinguished
as to function, structure, and formation?
2. What is the role of the biological molecules in
maintaining living cells?
1. How does the structure of the cell membrane
effect movement of molecules in and out of a
cell?
2. How do biological molecules move across the
cell membrane?
3. How do changes in levels of biological
molecules in cells effect homeostasis in
organisms?
Page 11 of 26
Unit Vocabulary
carbohydrate
homeostasis
catalyst
lipid
diffusion
protein
osmosis
nucleic acid
passive transport
organic
active transport
glucose
enzyme
Fayette County Schools
Learning Map
Content Area: Biology
Grade: 10
First Nine Weeks
Cells Alive Unit
Key Learning/
Power Standards
Power Standard 4: As students investigate various cell types and viruses, they will relate the structures to
functions, research disease prevention, and evaluate classification systems.
Benchmark CSOs
SC.O.B. 2.2 – relate the
structure of cellular
organelles to their
functions and
interactions in eukaryotic
cells.
Unit EQ
SC.O.B. 2.3 –
compare and contrast
cell types:
prokaryotic/eukaryotic,
plant/animal,
nerve/muscle,
archaea/bacteria, and
various body cells.
SC.O.B. 2.18 – justify
the placement of
viruses in the current
classification systems
SC.O.B. 2.19 – examine the cycle
of viruses and compare disease
prevention, vaccination, vector
control, and drug therapy.
How do cells function in maintaining homeostasis in living organisms?
Prentice Hall Biology
Prentice Hall Biology
Prentice Hall Biology Chapter 19
Textbook
Correlation
Chapter 7
Chapters 7, 17, and 19
Lab
1. Cell Structure/Function
Activities/Resources
a. http://www.teach-nology.com/teachers/lesson_plans/science/biology/cell/
b. http://www.rlpage.com/labs/cell/cell_structure.pdf
Page 12 of 26
c. http://serendip.brynmawr.edu/sci_edu/biosites.html#5
Lesson EQ’s
Unit Vocabulary
specialization
virus
1. How are cells
specialized in
structure related to
their function?
2. How does the
chemistry and
structure of the cell
membrane allow
molecules to enter
and exit the cell?
organelle
phage
1. How are cell types
distinguished from
each other?
2. How does cell
specialization
occur?
differentiate
classification
1. How are viruses unique?
prokaryote
taxonomy
eukaryote
Fayette County Schools
Learning Map
Content Area: Biology
Grade10
Second Nine Weeks
Genetics and Reproduction Unit
Key Learning/
Power Standards
Power Standard 7:
After an introduction to mitosis and meiosis, students will apply Mendel’s Laws and other diagnostic tools to
predict and analyze genetic variances; they will evaluate the influence that DNA has on inheritance as it relates
to a body’s development and maintenance; and justify or dispute the ethical implications of genetic engineering
as it applies to social and political issues.
Benchmark CSOs
SC.O.B.2.9 –
examine the
processes of
binary fission,
SC.O.B.2.10 –
use Punnett
squares to predict
genotypic and
SC.O.B.2.11analyze
karyotypes and
pedigrees as
SC.O.B.2.12 –
construct and
use models of
DNA to explain
SC.O.B. 2.13 differentiate the
structure and
function of
SC.O.B.2.14 research and
debate the
application of
Page 13 of 26
mitosis, and
meiosis and
relate them to
the number of
chromosomes
and production
of daughter
cells, somatic
cells, gametes,
and variations or
lack of variations
within a species.
phenotypic ratios
by applying
Mendel’s Laws of
Genetics in
monohybrid and
dihybrid crosses,
complete and
incomplete
dominance, codominance, sexlinked, and
multiple alleles.
techSteps
Integration
Lab
Activities/Resources
replication and
mutation.
messenger,
transfer and
ribosomal RNA
in the process of
transcription and
translation.
DNA technology
in the context of
social, ethical
and political
issues.
How is heredity controlled?
Unit EQ
Textbook
Correlation
diagnostic
tools.
Prentice Hall
Biology
Chapters 10 and 11
Prentice Hall
Biology
Chapter 11
Prentice Hall Biology
Chapter 12
Prentice Hall
Biology
Chapter 12
Prentice Hall
Biology
Chapters 13 and
14
Core Project: Human Genetics
1. Genetics
a. http://serendip.brynmawr.edu/sci_edu/waldron/
b. http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html
c. http://www.nlm.nih.gov/exhibition/harrypottersworld/pdf/teachersmonstergeneticslab.pdf
d. http://www.lessonplanspage.com/ScienceLivingPunnetSquareMartianGeneticsLab812.htm
2. DNA
a. http://www.nclark.net/DNAExtraction.html
b. http://www.nclark.net/CrimeInvestigation.html
c. http://www.nclark.net/DNA_RNA#Labs
d. http://www.nature.ca/genome/05/051/0511/0511_m205_e.cfm
e. http://teach.genetics.utah.edu/content/begin/traits/traitsrecipe.pdf
f. http://www.middleschoolscience.com/life.htm
Page 14 of 26
1. How are new cells
produced?
2. How does cell
reproduction
relate to the
genetic continuity
of an organism?
1. How are traits
inherited?
1. How is DNA the genetic
code for all life?
1. What role does
RNA play in
genetics?
1. How can DNA
technology be
useful in
making
personal
and/or societal
decisions?
Unit Vocabulary
meiosis
gamete
diploid
co-dominance
mitosis
gene
haploid
crossing over
cell cycle
genetics
somatic cell
sex-linked
segregation
DNA
transcription
double helix
allele
RNA
translation
incomplete dominance
genetic engineering
independent assortment
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Third Nine Weeks
Diversity Among Organisms
Key Learning/
Power Standards
Power Standard 8: Students will evaluate evidence for natural selection, incorporate this information as they
compare various classifications systems, and determine historical social influences on the development of
scientific theories.
Benchmark CSOs
SC.O.B.2.15 - evaluate the evidence for
natural selection including speciation, fossil
record evidence, molecular similarities and
SC.O.B.2.16 - evaluate the influence of the
historical social context on the development
of evolutionary theory.
SC.O.B.2.17 compare
morphological,
Page 15 of 26
homologous structures.
cladistic and
other
classification
systems
including
domains,
kingdoms and
other taxa.
How does natural selection relate to speciation and classification of organisms?
Unit EQ
Textbook
Correlation
Prentice Hall Biology
Chapters 15, 16, and 17
Lab
Activities/Resources
1. Natural Selection
a. http://www.nclark.net/Evolution
b. http://www.biologycorner.com/worksheets/peppermoth_paper.html
c. http://biologyinmotion.com/evol/index.html
d. http://www.accessexcellence.org/AE/AEC/AEF/1995/wartski_natural.php
e. http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/bird_beak_hdt.pdf
2. Classification
a. http://www.pbs.org/wgbh/nova/teachers/activities/2905_link.html
b. http://www.indiana.edu/~ensiweb/lessons/clad.bag.html
c. http://jrscience.wcp.muohio.edu/lab/TaxonomyLab.html
Lesson EQ’s
1. How do speciation, fossil records, and
molecular and homologous structures
support natural selection?
Prentice Hall
Biology
Chapter 18
1. How does societal environment influence
the development of the theory of
evolution?
1. How are
organisms
classified?
Unit Vocabulary
natural selection
vestigial
speciation
Darwin
homologous structures
binomial nomenclature
taxonomy
cladogram
classification
evolution
adaptation
Page 16 of 26
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Third Nine Weeks
Response Unit
Key Learning/
Power Standards
Power Standard 8: Students will theorize about the effects of internal and environmental stimuli on the
structures and systems of living organisms (simple and complex), and they will investigate the tendency of
organisms and ecosystems to maintain homeostasis.
Benchmark CSOs
SC.O.B.2.8 – differentiate the
mechanisms of homeostasis in
living systems (negative and
positive feedback).
Unit EQ
SC.O.B.2.4 - relate the structure and
function of individual body systems
to the overall functioning of the
organism.
How is homeostasis maintained?
SC.O.B.2.5 – predict and assess
responses of organisms to
internal and environmental
stimuli.
Prentice Hall Biology
Prentice Hall Biology
Prentice Hall Biology
Textbook
Correlation
Chapters 34 and 35
Chapters 35 - 40
Chapters 1 and 34
Lab
1. Response/Homeostasis
Activities/Resources
a. http://www.the-aps.org/education/k12curric/activities/pdfs/lyon.pdf
b. http://www.the-aps.org/education/k12curric/activities/pdfs/pittis-fish.PDF
c. http://apps.caes.uga.edu/sbof/main/lessonPlan/earthWorm.pdf
d. http://www.lz95.org/lzhs/science/jhawkins/anatomyh/fall/ch1homeostasisactivity.pdf
e. http://www.isu.edu/biolearn/Lesson%20Plans/behavior/lessonplans/LessonAnimalBehavior.html
f. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P30/
g. http://www2.vernier.com/sample_labs/BWV-29-COMP-ventilation_heart_rate.pdf
h. http://www2.vernier.com/sample_labs/BWV-28-COMP-monitoring_ekg.pdf
Lesson EQ’s
1. How do organisms maintain
homeostasis?
1. What must organisms do to stay
alive?
1. How do organisms respond?
Page 17 of 26
Unit Vocabulary
stimuli
response
tissues
organs
homeostasis
organ systems
negative/positive feedback
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Fourth Nine Weeks
Cell Energy Unit
Key Learning/ Power
Standards
Benchmark CSOs
Unit EQ
Textbook Correlation
Power Standard 5:
Students will apply the conservation of energy theory as they calculate flow of matter and energy through
a food web, apply the absorption spectrum of photosynthetic pigments to the action spectrum of
photosynthesis, and estimate the efficiency cellular respiration and fermentation.
SC.O.B.2.7 – quantitatively analyze the flow of
SC.O.B.2.22 - interpret changes in energy as it
energy through cellular processes such as
flows through an ecosystem to illustrate
photosynthesis, cellular respiration and
conservation of energy in the energy pyramid, food
fermentation.
web, food chain.
How is energy cycled through the environment?
Prentice Hall Biology
Chapters 8 and 9
Prentice Hall Biology
Chapter 3
Lab Activities/Resources
1. Cell Energy
a. http://quest.arc.nasa.gov/smore/teachers/act10.html
b. http://www.biologycorner.com/worksheets/photosynthesis_rate.html
c. http://www.biologycorner.com/worksheets/photosynthesis_BTB.html
d. http://www.umsl.edu/~microbes/pdf/Swell%20Lab.pdf
e. http://www.bottlebiology.org/
f. http://www2.vernier.com/sample_labs/BWV-17-COMP-aerobic_respiration.pdf
g. http://www2.vernier.com/sample_labs/BWV-01-COMP-energy_food.pdf
h. http://www2.vernier.com/sample_labs/BWV-16B-COMP-temperature_fermentation.pdf
Page 18 of 26
i.
Lesson EQ’s
Unit Vocabulary
autotroph
Kreb’s Cycle
carnivore
ecosystem
http://www2.vernier.com/sample_labs/BWV-12B-COMP-sugar_fermentation.pdf
1. What is the role of ATP in cellular activity?
2. How do plants produce energy?
3. How do organisms release energy from food?
heterotroph
producer
herbivore
photosynthesis
ATP
consumer
omnivore
fermentation
1. Where does the energy for life come from?
2. How does energy flow through living systems?
glycolysis
cellular respiration
decomposer
trophic level
food chain
food web
ecological pyramid
Fayette County Schools
Learning Map
Content Area: Biology
Grade10
Fourth Nine Weeks
Ecology Unit
Page 19 of 26
Key Learning/
Power Standards
Power Standard 6:
Students will propose models that incorporate
interactions of biotic and abiotic variables in the best
management practices that affect succession,
populations, and communities as they consider the
implications of the introduction of exotic species and
human activities in the biosphere.
Power Standard 12:
Students will use traditional tools and technology to
analyze population changes and determine limiting
factors as they assess complex interactions of
organisms within ecosystems based interspecific
and intraspecific variables.
Benchmark CSOs
SC.O.B.2.20 - evaluate
environmental factors that
affect succession,
populations and
communities.
SC.O.B.2.23 - analyze
interrelationships of
organisms within an
ecosystem : competition,
predation, symbiosis,
mutualism, parasitism,
commensalism.
SC.O.B.2.21 - propose
ecosystem models that
incorporate interactions of
biotic and abiotic
environmental variables in
biogeochemical cycles.
Unit EQ
How do ecosystems change over time?
Textbook
Correlation
Lab
Activities/Resources
Prentice Hall Biology Chapters 3 through 6
SC.O.B.2.24 - analyze
graphs, GIS data and
traditional maps
reflecting changes in
population to predict
limiting factors in
ecosystems as they
determine carrying
capacity.
1. Ecosystems
a. http://www.bottlebiology.org/
b. http://www.biologycorner.com/worksheets/owlpellet.html
c. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P15/
d. http://www2.vernier.com/sample_labs/BWV-15-COMP-biodiversity_ecosystems.pdf
e. http://www2.vernier.com/sample_labs/BWV-20-COMP-watershed_testing.pdf
f. http://www2.vernier.com/sample_labs/BWV-14-COMP-interdependence_plants_animals.pdf
g. http://www2.vernier.com/sample_labs/BWV-21-COMP-physical_profile_lake.pdf
h. http://www2.vernier.com/sample_labs/BWV-18-COMP-acid_rain.pdf
Page 20 of 26
Lesson EQ’s
1. What interactions
occur within
communities?
1. How does matter move
1. What interactions occur within communities?
among the living and
2. How does population size change over time?
nonliving parts of an
ecosystem?
2. How do biotic and abiotic
factors influence an
ecosystem?
Unit Vocabulary
biotic
mutualism
biome
population
abiotic
parasitism
ecosystem
habitat
commensalism
carrying capacity
niche
predator
biosphere
symbiosis
ecological succession
succession
Page 21 of 26
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Ongoing Integration
Current Science and Technology Unit
Key Learning/
Power Standards
Power Standard 2:
Given a current science-technology-societal issue and using advanced technology tools, students will collaborate
to present experimental designs and construct and defend potential solutions.
Benchmark CSOs
SC.O.B.1.7 - given current science-technology-societal issues, construct and defend potential solutions.
Unit EQ
How can science and technology help predict solutions to problems?
Textbook
Correlation
21st Century
Online Resources
Lesson EQ’s
Prentice Hall Biology
Chapter 1 and Technology and Society feature
1. What is the role of science and technology in the 21st Century?
Unit Vocabulary
Page 22 of 26
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Ongoing Integration
Scientific History Unit
Key Learning/
Power
Standards
Benchmark
CSOs
Unit EQ
Textbook
Correlation
Power Standard 10:
The student will gain an understanding innovation, invention, models, and methodologies as they research historical
and cultural contributions in science; an inquiry process will provide explanations of how these contributions have
shaped the world we live in and lead to effective problem solving skills for the 21st century.
SC.O.B.1.2 - formulate scientific
SC.O.B.1.8 - relate societal,
explanations based on historical
cultural and economic issues to
observations and experimental
key scientific innovations.
evidence, accounting for variability
in experimental results.
SC.O.B.1.3 - conduct and/or design
investigations that incorporate the skills and
attitudes and/or values of scientific inquiry:
established research protocol, accurate
record keeping, replication of results and
peer review, objectivity, openness,
skepticism, fairness, or creativity and logic.
How have the history and culture of science shaped the world we live in and led to
effective 21st Century problem solving skills?
Prentice Hall Biology
Biology and History, Technology and Society, Problem Solving,
Analyzing Data, and Issues in Biology features
21st Century
Online
Resources
Lesson EQ’s 1. How does understanding the scientific past help prepare a 21st Century problem solver?
Unit Vocabulary
Page 23 of 26
Fayette County Schools
Learning Map
Content Area: Biology
Grade 10
Ongoing Integration
The Job of Science Unit
Key Learning/
Power Standards
Benchmark CSOs
Unit EQ
Power Standard 1:
The student will explore various occupational opportunities in science, engineering and technology and
synthesize concepts and across various science disciplines as they investigate, compare and design solutions to
personal and societal problems.
SC.O.B.1.9 - synthesize concepts across
SC.O.B.1.6 - investigate, compare and design scientific and
various science disciplines to better understand technological solutions to address personal and societal
the natural world (e.g., form and function,
problems.
systems, and change over time.
What is the goal of science?
Prentice Hall Biology
Textbook
Correlation
Chapter 1
st
21 Century
Online Resources
Lesson EQ’s
1. How are science and society related?
Unit Vocabulary
science
technology
Prentice Hall Biology
Careers in Biology feature
Revised June 2010
Page 24 of 26
Page 25 of 26
Page 26 of 26