Standard 1:
The student describes patterns of structure and function in living things.

1. knows that the body processes involve specific biochemical reactions governed by biochemical principles.
2. knows that body structures are uniquely designed and adapted for their function.
3. knows that membranes are sites for chemical synthesis and essential energy conversions.
4. understands that biological systems obey the same laws of conservation as physical systems.
5. knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
6. knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
7. knows that organisms respond to internal and external stimuli.
8. knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.

Standard 2:
The student understands the process and importance of genetic diversity.

1. understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction.
2. knows that every cell contains a "blueprint" coded in DNA molecules that specify how proteins are assembled to regulate cells.
3. understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.

How Living Things Interact with Their Environment

Standard 1:
The student understands the competitive, interdependent, cyclic nature of living things in the environment.

1. knows of the great diversity and interdependence of living things.
2. understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
3. knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.

Standard 2:
The student understands the consequences of using limited natural resources.

1. knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
2. knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
3. understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce.
4. knows that the world ecosystems are shaped by physical factors that limit their productivity.
5. understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
6. knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).

The Nature of Science

Standard 1:
The student uses the scientific processes and habits of mind to solve problems.

1. knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
2. knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
3. understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
4. knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
5. understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
6. understands that in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
7. understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.

Standard 2:
The student understands that most natural events occur in comprehensible, consistent patterns.

1. knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
2. knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.

Standard 3:
The student understands that science, technology, and society are interwoven and interdependent.

1. knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure.
2. knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
3. knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
4. knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
5. knows that the value of a technology may differ for different people and at different times.
6. knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.

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