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2020 Biology Standards and Bundle Analyses

Page history last edited by Heather Johnston 1 year, 11 months ago

This page lists all Biology standards (right column). The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.

Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.

Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * include engineering practices and/or engineering disciplinary core ideas.

Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

Bundle Name	Standard(s)

Ecosystem Interactions, Energy, and Dynamics Ecosystems are constantly changing. These changes can be a result of shifts in living (i.e., predators, competition, food) and non-living (i.e., shelter, water, climate) factors within a specific environment. Students can use mathematical and computational models to illustrate how these factors might affect populations, biodiversity, and interactions within ecosystems. Under most circumstances these factors ensure that a natural “balance” is maintained within a specific ecosystem. However, changes to one or more of these factors can result in an ecosystem breaking down or ultimately in the creation of an entirely new ecosystem. Students can also use their models to demonstrate an understanding of how energy and matter are transferred between organisms within an ecosystem.	B.LS2.1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacities of ecosystems at different scales.
	B.LS2.2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
	B.LS2.4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
	B.LS2.6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Matter and Energy in Organisms and Ecosystems Molecules combine and break apart and recombine to form necessary compounds for life. These include: sugars, amino acids, proteins, and carbohydrates. The processes of photosynthesis (making oxygen and sugar, done in plants) and cellular respiration (making energy from sugar, done in plants and animals) provide most of the energy for life on earth. Students can conduct investigation and develop/use models to illustrate how these processes move matter and energy between organisms and through ecosystems. Models can include information for how matter and energy are conserved as they flow into, out of, and within Earth’s systems at various scales.	B.LS1.5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
	B.LS1.6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
	B.LS1.7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
	B.LS2.3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
	B.LS2.5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Homeostasis, Cell Structure, and Function Molecules called DNA are the instructions that living organisms use to create all of the characteristics and traits it possesses. Students can construct explanations for how the structure of DNA determines protein structure and the functions of cells. Students can investigate the role of specialized cells in maintaining an organism then develop and use models to illustrate these complex, interacting systems. Students can also investigate the importance of feedback mechanisms for maintaining homeostasis in living organisms.	B.LS1.1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
	B.LS1.2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
	B.LS1.3 Plan and conduct an investigation to provide evidence of maintaining homeostasis in living organisms.
	B.LS1.4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Inheritance and Variation of Traits Students can ask questions to make sense of the relationship between DNA and chromosomes in coding the instructions that lead to traits passing from one generation to the next. Characteristics of living things are often passed down from parents to offspring. Variation in individuals can result from different combinations of the genetic material of parents. Students can use a variety of models and data to support claims and explanations about the mechanisms contributing to individuals within a species exhibiting trait variations, the importance of these variations, and the amount and type of expressed traits found within a population.	B.LS3.1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
	B.LS3.2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
	B.LS3.3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Natural Selection and Common Ancestry Within populations, small modifications occur at the genetic level (in DNA) with each generation, and these genetic changes can affect how the organism interacts with its environment. Over the course of time, species with traits or characteristics that are better suited for them to survive in a habitat, are likely to have more success than those that have traits or characteristics that are less suited to a habitat. When an organism has a trait that makes it better suited to the environment, it is called an adaptation. Due to the helpful nature of the mutation, it is passed down from one generation to the next. As more and more organisms inherit the mutation, the mutation becomes more prevalent in the population.	B.LS2.8 Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
	B.LS4.1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
	B.LS4.2 Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
	B.LS4.3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
	B.LS4.4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
	B.LS4.5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.