The Priority Academic Student Skills (PASS) should be taught by investigating broad, integrated content, concepts,
and principles of major themes in the Biological Sciences.

 Science Process and Inquiry:

    1. Observing and Measuring:
              Observing is the first action taken by the learner to acquire new information about an object or event.
              Opportunities for observations are developed through the use of a variety of scientific tools.
              Measurement allows observations to be quantified.

            The student will:
                A. Identify similar or different characteristics in a given set of objects, organisms or events.
                B. Select qualitative (descriptive) or quantitative (numerical) observations in a given set of objects,
                   organisms or events.
                C. Identify qualitative and quantitative changes given conditions before, during and after an event.
                D. Use appropriate Systems International (SI) units (grams, meters, liters and degrees Celsius) to
                   measure objects, organisms or events.

       2. Classifying:
              Classifying establishes order. Objects, organisms and events are classified based on similarities,
              differences and interrelationships.

             The student will:
                A. Use observable properties to classify a set of objects, organisms or events.
                B. Identify the properties on which a given classification system is based.
                C. Place an object, organism or event into a classification system.

       3. Experimenting:
              Experimenting is a method of discovering information. It requires making observations and
              measurements to test ideas.

             The student will:
                A. Arrange the steps of a scientific problem in logical order.
                B. Identify the independent variables, dependent variables and control in an experimental set-up.
                C. Use mathematics to show basic relationships within a given set of observations.
                D. Identify a hypothesis for a given problem.

       4. Interpreting:
              Interpreting is the process of recognizing patterns in collected data by making inferences, predictions or
              conclusions.

             The student will:
                A. Select appropriate predictions based on previously observed patterns of evidence.
                B. Report data in an appropriate manner.
                C. Predict data points not included on a given graph.
                D. Interpret line, bar and circle graphs.
                E. Identify data which support or reject stated hypotheses.
                F. Accept or reject hypotheses when given results of an investigation.
                G. Identify discrepancies between stated hypotheses and actual results.
                H. Select the most logical conclusion for given experimental data.

       5. Communicating:
              Communicating is the process of describing, recording and reporting experimental procedures and
              results to others. Communication may be oral or written and includes organizing ideas, using
              appropriate vocabulary, graphs, other visual representations and mathematical equations.

             The student will:
                A. Prepare a written report describing the sequence, results and interpretation of an investigation or
                   event.
                B. Communicate or defend a scientific argument.
                C. Identify or create an appropriate graph or chart from collected data, table or written description.

       6. Modeling:
              Modeling is the active process of forming a mental or physical representation from data, patterns or
              relationships to facilitate understanding and enhance prediction.

             The student will:
                A. Select a model which explains a given set of observations.
                B. Select predictions based on models.
                C. Compare a given model to the real world.

       7. Safety in the Science Classroom:
              Safety is an essential part of any science activity. Safety in the classroom and care of the environment
              are individual and group responsibilities.

             The student will:
                A. Recognize potential hazards within a science activity.
                B. Practice safety procedures in all science activities.

       8. Inquiry:
              Inquiries should lead to the formulation of explanations or models (physical, conceptual, and
              mathematical).

             The student will:
                A. Formulate a testable hypothesis and design an appropriate experiment relating to the world.
                B. Design and conduct scientific investigations in which variables are identified and controlled.
                C. Use a variety of technologies, such as hand tools, measuring instruments, and computers to
                   collect, analyze, and display data.
                D .In answering questions, students should engage in discussions (based on scientific knowledge,
                   the use of logic, and evidence from the investigation) and arguments that encourage the revision
                   of their explanations, leading to further inquiry.

       1. The Cell:
            A .Cells are the fundamental unit of life, comprised of a variety of structures that perform functions, such as
              transport information and synthesis of molecules.
            B. Cells function according to the information contained in DNA.
            C. Cells can differentiate and may develop into complex multicellular organisms.

       2. The Molecular Basis of Heredity:
            A. In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA,
              and changes in DNA (mutations) occur spontaneously at low rates.
            B. A sorting and recombination of genes in reproduction results in a great variety of possible gene
              combinations from the offspring of any two parents.

       3. Biological Diversity:
            A. Different species might look dissimilar, but the unity among organisms becomes apparent from an
              analysis of internal structures, the similarity of their chemical processes, and the evidence of common
              ancestry.
            B. Diversity of species is developed through gradual processes over many generations. Species acquire
              many of their unique characteristics through biological adaptation, which involves the selection of
              naturally occuring variations in populations. Biological adaptations include changes in structures,
              behaviors, or physiology that enhance survival and reproductive success in a particular environment.
            C. Extinction occurs when the environment changes and the adaptive characteristics of a species are
              insufficient to its survival.

       4.The Interdependence of Organisms:
            A. Matter on the Earth cycles among the living and nonliving components of the biosphere.
            B. Energy flows through ecosystems in one direction.
            C. Organisms both cooperate and compete in ecosystems.
            D. Living organisms have the capacity to produce populations of infinite size, but environments and
              resources limit population size.

       5. Matter, Energy, and Organization in Living Systems:
            A. The complexity and organization of organisms accommodates the need for obtaining, transforming,
              transporting, releasing, and eliminating the matter and energy used to sustain the organism.
            B. As matter and energy flow through different levels of organization of living systems (cells, organs,
             organisms, and communitite) and the physical environment, chemical elements are recombined in
             different ways by different structures. Each recombination results in storage, use, and dissipation of
             energy into the environment as heat. Matter and energy are conserved in each change.

       6. The Behavior of Organisms:
            A. Organisms have behavioral responses to internal changes and to external stimuli.
            B. Broad patterns of behavior exhibited by animals have adapted to ensure reproductive success.