Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

PERFORMANCE INDICATOR 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).

MAJOR UNDERSTANDING 1.2b: Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions.

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

PERFORMANCE INDICATOR 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.

MAJOR UNDERSTANDING 2.1d: In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.

MAJOR UNDERSTANDING 2.1e: In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offspring often resemble, but are not identical to, either of their parents.

Key Idea 3: Individual organisms and species change over time.

MAJOR UNDERSTANDING 3.1b: New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.

MAJOR UNDERSTANDING 3.1h: The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.

Key Idea 4: The continuity of life is sustained through reproduction and development.

PERFORMANCE INDICATOR 4.1: Explain how organisms, including humans, reproduce their own kind.

MAJOR UNDERSTANDING 4.1a: Reproduction and development are necessary for the continuation of any species.

MAJOR UNDERSTANDING 4.1b: Some organisms reproduce asexually with all the genetic information coming from one parent. Other organisms reproduce sexually with half the genetic information typically contributed by each parent. Cloning is the production of identical genetic copies.

MAJOR UNDERSTANDING 4.1c: The processes of meiosis and fertilization are key to sexual reproduction in a wide variety of organisms. The process of meiosis results in the production of eggs and sperm which each contain half of the genetic information. During fertilization, gametes unite to form a zygote, which contains the complete genetic information for the offspring.

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.