B.1: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

B.1.A: The student is expected to: demonstrate safe practices during laboratory and field investigations; and

Diffusion

B.2: Scientific processes. The student uses scientific practices and equipment during laboratory and field investigations.

B.2.B: The student is expected to: know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;

Temperature and Sex Determination - Metric

B.2.E: The student is expected to: plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

Coral Reefs 2 - Biotic Factors
Electromagnetic Induction
Pendulum Clock
Real-Time Histogram
Seed Germination
Sight vs. Sound Reactions
Temperature and Sex Determination - Metric

B.2.F: The student is expected to: collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as data-collecting probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;

Triple Beam Balance

B.2.G: The student is expected to: analyze, evaluate, make inferences, and predict trends from data; and

Effect of Environment on New Life Form
Pendulum Clock
Evolution

B.4: Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.

B.4.B: The student is expected to: investigate and explain cellular processes, including homeostasis and transport of molecules; and

Osmosis
Paramecium Homeostasis

B.4.C: The student is expected to: compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

Virus Lytic Cycle

B.5: Science concepts. The student knows how an organism grows and the importance of cell differentiation.

B.5.A: The student is expected to: describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms;

Cell Division

B.6: Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian genetics.

B.6.A: The student is expected to: identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA;

Building DNA
DNA Analysis
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
RNA and Protein Synthesis

B.6.B: The student is expected to: recognize that components that make up the genetic code are common to all organisms;

DNA Analysis
RNA and Protein Synthesis

B.6.C: The student is expected to: explain the purpose and process of transcription and translation using models of DNA and RNA;

RNA and Protein Synthesis

B.6.D: The student is expected to: recognize that gene expression is a regulated process;

Chicken Genetics
Hardy-Weinberg Equilibrium
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

B.6.E: The student is expected to: identify and illustrate changes in DNA and evaluate the significance of these changes;

Evolution: Natural and Artificial Selection
Enzymes

B.6.F: The student is expected to: predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance; and

Hardy-Weinberg Equilibrium
Microevolution
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

B.7: Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.

B.7.C: The student is expected to: analyze and evaluate how natural selection produces change in populations, not individuals;

Rainfall and Bird Beaks - Metric
Evolution

B.7.D: The student is expected to: analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success;

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection
Rainfall and Bird Beaks - Metric
Evolution

B.7.E: The student is expected to: analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection
Rainfall and Bird Beaks - Metric
Evolution

B.7.F: The student is expected to: analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Evolution

B.8: Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made.

B.8.B: The student is expected to: categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and

Dichotomous Keys
Human Evolution - Skull Analysis

B.9: Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.

B.9.B: The student is expected to: compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter; and

Cell Energy Cycle
Photosynthesis

B.9.C: The student is expected to: identify and investigate the role of enzymes.

Enzymes

B.10: Science concepts. The student knows that biological systems are composed of multiple levels.

B.10.A: The student is expected to: describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;

Circulatory System
Digestive System
Enzymes

B.12: Science concepts. The student knows that interdependence and interactions occur within an environmental system.

B.12.A: The student is expected to: interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms;

Food Chain

B.12.C: The student is expected to: analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids;

Food Chain
Forest Ecosystem

B.12.D: The student is expected to: describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and

Carbon Cycle
Cell Energy Cycle

B.12.E: The student is expected to: describe how environmental change can impact ecosystem stability.

Coral Reefs 1 - Abiotic Factors
Photosynthesis

Correlation last revised: 5/20/2019

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.