Louisiana State Standards for Science: Grade 10

LA.SI-H. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

SI-H-A1. The Abilities Necessary to do Scientific Inquiry: identifying questions and concepts that guide scientific investigations. (2, 4)

SI-H-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting scientific investigations. (1, 2, 3, 4, 5)

SI-H-A3. The Abilities Necessary to do Scientific Inquiry: using technology and mathematics to improve investigations and communications. (1, 2, 3)

SI-H-A4. The Abilities Necessary to do Scientific Inquiry: formulating and revising scientific explanations and models using logic and evidence. (1, 2, 3, 4)

SI-H-A5. The Abilities Necessary to do Scientific Inquiry: recognizing and analyzing alternative explanations and models. (4)

SI-H-A6. The Abilities Necessary to do Scientific Inquiry: communicating and defending a scientific argument. (1, 3, 4)

S1-H-A7. The Abilities Necessary to do Scientific Inquiry: utilizing science safety procedures during scientific investigations. (3, 5)

SI-H-B1. Understanding Scientific Inquiry: communicating that scientists usually base their investigations on existing models, explanations, and theories. (1, 3, 4)

SI-H-B2. Understanding Scientific Inquiry: communicating that scientists conduct investigations for a variety of reasons, such as exploration of new areas, discovery of new aspects of the natural world, confirmation of prior investigations, evaluation of current theories, and comparison of models and theories. (1, 3, 4)

SI-H-B3. Understanding Scientific Inquiry: communicating that scientists rely on technology to enhance the gathering and manipulation of data. (1, 3)

SI-H-B4. Understanding Scientific Inquiry: analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions and modifications, and is based on historical and current scientific knowledge. (2, 4, 5)

SI-H-B5. Understanding Scientific Inquiry: communicating that the results of scientific inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists. (1, 3, 4, 5)

GLE-H-1. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Write a testable question or hypothesis when given a topic (SI-H-A1)

GLE-H-2. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2)

GLE-H-3. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2)

GLE-H-4. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)

GLE-H-5. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Utilize mathematics, organizational tools, and graphing skills to solve problems (S6.I-H-A3)

GLE-H-6. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)

GLE-H-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

GLE-H-8. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5)

GLE-H-9. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

GLE-H-10. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

GLE-H-11. Grade Level Expectation: Understanding Scientific Inquiry: Evaluate selected theories based on supporting scientific evidence (SI-H-B1)

GLE-H-12. Grade Level Expectation: Understanding Scientific Inquiry: Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

GLE-H-13. Grade Level Expectation: Understanding Scientific Inquiry: Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)

GLE-H-14. Grade Level Expectation: Understanding Scientific Inquiry: Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3)

GLE-H-15. Grade Level Expectation: Understanding Scientific Inquiry: Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4)

GLE-H-16. Grade Level Expectation: Understanding Scientific Inquiry: Use the following rules of evidence to examine experimental results: Can an expert's technique or theory be tested, has it been tested, or is it simply a subjective, conclusive approach that cannot be reasonably assessed for reliability?; Has the technique or theory been subjected to peer review and publication?; What is the known or potential rate of error of the technique or theory when applied?; Were standards and controls applied and maintained?; Has the technique or theory been generally accepted in the scientific community? (SI-H-B5) (SI-H-B1) (SI-H-B4)

LA.PS-M. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

PS-H-A1. Measurement and Symbolic Representation: manipulating and analyzing quantitative data using the SI system. (2, 3, 4)

PS-H-A2. Measurement and Symbolic Representation: understanding the language of chemistry (formulas, equations, symbols) and its relationship to molecules, atoms, ions, and subatomic particles. (1, 2, 3, 4)

PS-H-B1. Atomic Structure: describing the structure of the atom and identifying and characterizing the particles that compose it (including the structure and properties of isotopes). (1, 2, 4)

PS-H-B2. Atomic Structure: describing the nature and importance of radioactive isotopes and nuclear reactions (fission, fusion, radioactive decay). (1, 2, 3, 4, 5)

PS-H-B3. Atomic Structure: understanding that an atom's electron configuration, particularly that of the outermost electrons, determines the chemical properties of that atom. (2, 3, 4)

PS-H-C1. The Structure and Properties of Matter: distinguishing among elements, compounds, and/or mixtures. (1, 2, 4)

PS-H-C2. The Structure and Properties of Matter: discovering the patterns of physical and chemical properties found on the periodic table of the elements. (2, 4)

PS-H-C3. The Structure and Properties of Matter: understanding that physical properties of substances reflect the nature of interactions among its particles. (2, 4)

PS-H-C4. The Structure and Properties of Matter: separating mixtures based upon the physical properties of their components. (2)

PS-H-C5. The Structure and Properties of Matter: understanding that chemical bonds are formed between atoms when the outermost electrons are transferred or shared to produce ionic and covalent compounds. (1, 2, 4)

PS-H-C6. The Structure and Properties of Matter: recognizing that carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures. (1, 2, 3, 4)

PS-H-C7. The Structure and Properties of Matter: using the kinetic theory to describe the behavior of atoms and molecules during phase changes and to describe the behavior of matter in its different phases. (1, 2, 4)

PS-H-D1. Chemical Reactions: observing and describing changes in matter and citing evidence of chemical change. (1, 2, 4)

PS-H-D2. Chemical Reactions: comparing, contrasting, and measuring the pH of acids and bases using a variety of indicators. (1, 2, 3, 4)

PS-H-D3. Chemical Reactions: writing balanced equations to represent a variety of chemical reactions (acid/base, oxidation/reduction, etc.). (2)

PS-H-D4. Chemical Reactions: analyzing the factors that affect the rate and equilibrium of a chemical reaction. (1, 2, 4)

PS-H-D5. Chemical Reactions: applying the law of conservation of matter to chemical reactions. (1, 2, 4)

PS-H-D6. Chemical Reactions: comparing and contrasting the energy changes that accompany changes in matter. (1, 2, 4)

PS-H-D7. Chemical Reactions: identifying important chemical reactions that occur in living systems, the home, industry, and the environment. (1, 2, 3, 4, 5)

PS-H-E1. Forces and Motion: recognizing the characteristics and relative strengths of the forces of nature (gravitational, electrical, magnetic, nuclear). (4, 5)

PS-H-E2. Forces and Motion: understanding the relationship of displacement, time, rate of motion, and rate of change of motion; representing rate and changes of motion mathematically and graphically. (1, 2, 3, 4)

PS-H-E3. Forces and Motion: understanding effects of forces on changes in motion as explained by Newtonian mechanics. (1, 4)

PS-H-E4. Forces and Motion: illustrating how frame of reference affects our ability to judge motion. (1, 2, 4)

PS-H-F1. Energy: describing and representing relationships among energy, work, power, and efficiency. (2, 3, 4)

PS-H-F2. Energy: applying the universal law of conservation of matter, energy, and momentum, and recognizing their implications. (2, 3, 4, 5)

PS-H-G1. Interactions of Energy and Matter: giving examples of the transport of energy through wave action. (1, 4)

PS-H-G2. Interactions of Energy and Matter: analyzing the relationship and interaction of magnetic and electrical fields and the forces they produce. (1, 2, 3, 4)

PS-H-G3. Interactions of Energy and Matter: characterizing and differentiating electromagnetic and mechanical waves and their effects on objects as well as humans. (1, 2, 4)

PS-H-G4. Interactions of Energy and Matter: explaining the possible hazards of exposure to various forms and amounts of energy. (1, 4, 5)

LA.LS-H. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS-H-A1. The Cell: observing cells, identifying organelles, relating structure to function, and differentiating among cell types. (1, 2, 3, 4)

LS-H-A2. The Cell: demonstrating a knowledge of cellular transport. (1, 3, 4)

LS-H-A3. The Cell: investigating cell differentiation and describing stages of embryological development in representative organisms. (1, 2, 3, 4)

LS-H-B1. The Molecular Basis of Heredity: explaining the relationship among chromosomes, DNA, genes, RNA, and proteins. (1, 3, 4)

LS-H-B2. The Molecular Basis of Heredity: comparing and contrasting mitosis and meiosis. (1, 3, 4)

LS-H-B3. The Molecular Basis of Heredity: describing the transmission of traits from parent to offspring and the influence of environmental factors on gene expression. (1, 2, 3, 4, 5)

LS-H-B4. The Molecular Basis of Heredity: exploring advances in biotechnology and identifying possible positive and negative effects. (1, 2, 3, 4, 5)

LS-H-C1. Biological Evolution: exploring experimental evidence that supports the theory of the origin of life. (1, 3)

LS-H-C2. Biological Evolution: recognizing the evidence for evolution. (1, 3, 4)

LS-H-C3. Biological Evolution: discussing the patterns, mechanisms, and rate of evolution. (1, 3, 4)

LS-H-C4. Biological Evolution: classifying organisms. (1, 2, 3, 4)

LS-H-C5. Biological Evolution: distinguishing among the kingdoms. (1, 3, 4)

LS-H-C6. Biological Evolution: comparing and contrasting life cycles of organisms. (1, 2, 3, 4)

LS-H-C7. Biological Evolution: comparing viruses to cells. (1, 2, 3, 4)

LS-H-D1. Interdependence of Organisms: illustrating the biogeochemical cycles and explaining their importance. (1, 2, 3, 4, 5)

LS-H-D2. Interdependence of Organisms: describing trophic levels and energy flows. (1, 3, 4, 5)

LS-H-D3. Interdependence of Organisms: investigating population dynamics. (2, 3, 4, 5)

LS-H-D4. Interdependence of Organisms: exploring how humans have impacted ecosystems and the need for societies to plan for the future. (1, 2, 4, 5)

LS-H-E1. Matter, Energy, and Organization of Living Systems: comparing and contrasting photosynthesis and cellular respiration; emphasizing their relationships. (1, 2, 3, 4)

LS-H-E2. Matter, Energy, and Organization of Living Systems: recognizing the importance of the ATP cycle in energy usage within the cell. (1, 2, 3, 4)

LS-H-E3. Matter, Energy, and Organization of Living Systems: differentiating among levels of biological organization. (1, 4)

LS-H-F1. Systems and the Behaviors of Organisms: identifying the structure and functions of organ systems. (1, 3, 4)

LS-H-F2. Systems and the Behaviors of Organisms: identifying mechanisms involved in homeostasis. (1, 3, 4)

LS-H-F3. Systems and the Behaviors of Organisms: recognizing that behavior is the response of an organism to internal changes and/or external stimuli. (1, 3, 4)

LS-H-F4. Systems and the Behaviors of Organisms: recognizing that behavior patterns have adaptive value. (3, 4)

LS-H-G1. Personal and Community Health: relating fitness and health to longevity. (1, 3, 4, 5)

LS-H-G2. Personal and Community Health: contrasting how organisms cause disease. (1, 3, 4, 5)

LS-H-G3. Personal and Community Health: explaining the role of the immune system in fighting disease. (1, 3, 4, 5)

LS-H-G4. Personal and Community Health: exploring current research on the major diseases with regard to cause, symptoms, treatment, prevention, and cure. (1, 3, 4, 5)

LS-H-G5. Personal and Community Health: researching technology used in prevention, diagnosis, and treatment of diseases/disorders. (1, 3, 4, 5)

GLE-H-1. Grade Level Expectation: Biology: The Cell: Compare prokaryotic and eukaryotic cells (LS-H-A1)

GLE-H-2. Grade Level Expectation: Biology: The Cell: Identify and describe structural and functional differences among organelles (LS-H-A1)

GLE-H-3. Grade Level Expectation: Biology: The Cell: Investigate and describe the role of enzymes in the function of a cell (LS-H-A1)

GLE-H-4. Grade Level Expectation: Biology: The Cell: Compare active and passive cellular transport (LS-H-A2)

GLE-H-5. Grade Level Expectation: Biology: The Cell: Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions (LS-H-A2)

GLE-H-6. Grade Level Expectation: Biology: The Cell: Analyze a diagram of a developing zygote to determine when cell differentiation occurs (LS-H-A3)

GLE-H-7. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Identify the basic structure and function of nucleic acids (e.g., DNA, RNA) (LS-H-B1)

GLE-H-8. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Describe the relationships among DNA, genes, chromosomes, and proteins (LS-H-B1)

GLE-H-9. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Compare mitosis and meiosis (LS-H-B2)

GLE-H-10. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Analyze pedigrees to identify patterns of inheritance for common genetic disorders (LS-H-B3)

GLE-H-11. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Calculate the probability of genotypes and phenotypes of offspring given the parental genotypes (LS-H-B3)

GLE-H-12. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Describe the processes used in modern biotechnology related to genetic engineering (LS-H-B4) (LS-H-B1)

GLE-H-13. Grade Level Expectation: Biology: The Molecular Basis of Heredity: Identify possible positive and negative effects of advances in biotechnology (LS-H-B4) (LS-H-B1)

GLE-H-14. Grade Level Expectation: Biology: Biological Evolution: Analyze evidence on biological evolution, utilizing descriptions of existing investigations, computer models, and fossil records (LS-H-C1)

GLE-H-15. Grade Level Expectation: Biology: Biological Evolution: Compare the embryological development of animals in different phyla (LS-H-C1) (LS-H-A3)

GLE-H-16. Grade Level Expectation: Biology: Biological Evolution: Explain how DNA evidence and fossil records support Darwin's theory of evolution (LS-H-C2)

GLE-H-17. Grade Level Expectation: Biology: Biological Evolution: Explain how factors affect gene frequency in a population over time (LS-H-C3)

GLE-H-18. Grade Level Expectation: Biology: Biological Evolution: Classify organisms from different kingdoms at several taxonomic levels, using a dichotomous key (LS-H-C4)

GLE-H-19. Grade Level Expectation: Biology: Biological Evolution: Compare characteristics of the major kingdoms (LS-H-C5)

GLE-H-20. Grade Level Expectation: Biology: Biological Evolution: Analyze differences in life cycles of selected organisms in each of the kingdoms (LS-H-C6)

GLE-H-21. Grade Level Expectation: Biology: Biological Evolution: Compare the structures, functions, and cycles of viruses to those of cells (LS-H-C7)

GLE-H-22. Grade Level Expectation: Biology: Biological Evolution: Describe the role of viruses in causing diseases and conditions (e.g., AIDS, common colds, smallpox, influenza, warts) (LS-H-C7) (LS-H-G2)

GLE-H-23. Grade Level Expectation: Biology: Interdependence of Organisms: Illustrate the flow of carbon, nitrogen, and water through an ecosystem (LS-H-D1) (SE-H-A6)

GLE-H-24. Grade Level Expectation: Biology: Interdependence of Organisms: Analyze food webs by predicting the impact of the loss or gain of an organism (LS-H-D2)

GLE-H-25. Grade Level Expectation: Biology: Interdependence of Organisms: Evaluate the efficiency of the flow of energy and matter through a food chain/pyramid (LS-H-D2)

GLE-H-26. Grade Level Expectation: Biology: Interdependence of Organisms: Analyze the dynamics of a population with and without limiting factors (LS-H-D3)

GLE-H-27. Grade Level Expectation: Biology: Interdependence of Organisms: Analyze positive and negative effects of human actions on ecosystems (LS-H-D4) (SE-H-A7)

GLE-H-28. Grade Level Expectation: Biology: Matter, Energy, and Organization of Living Systems: Explain why ecosystems require a continuous input of energy from the Sun (LS-H-E1)

GLE-H-29. Grade Level Expectation: Biology: Matter, Energy, and Organization of Living Systems: Use balanced equations to analyze the relationship between photosynthesis and cellular respiration (LS-H-E1)

GLE-H-30. Grade Level Expectation: Biology: Matter, Energy, and Organization of Living Systems: Explain the role of adenosine triphosphate (ATP) in a cell (LS-H-E2)

GLE-H-31. Grade Level Expectation: Biology: Matter, Energy, and Organization of Living Systems: Compare the levels of organization in the biosphere (LS-H-E3)

GLE-H-32. Grade Level Expectation: Biology: Systems and the Behavior of Organisms: Analyze the interrelationships of organs in major systems (LS-H-F1) (LS-H-E3)

GLE-H-33. Grade Level Expectation: Biology: Systems and the Behavior of Organisms: Compare structure to function of organs in a variety of organisms (LS-H-F1)

GLE-H-34. Grade Level Expectation: Biology: Systems and the Behavior of Organisms: Explain how body systems maintain homeostasis (LS-H-F2)

GLE-H-35. Grade Level Expectation: Biology: Systems and the Behavior of Organisms: Explain how selected organisms respond to a variety of stimuli (LS-H-F3)

GLE-H-36. Grade Level Expectation: Systems and the Behavior of Organisms: Explain how behavior affects the survival of species (LS-H-F4)

GLE-H-37. Grade Level Expectation: Biology: Personal and Community Health: Explain how fitness and health maintenance can result in a longer human life span (LS-H-G1)

GLE-H-38. Grade Level Expectation: Biology: Personal and Community Health: Discuss mechanisms of disease transmission and processes of infection (LS-H-G2) (LS-H-G4)

GLE-H-39. Grade Level Expectation: Biology: Personal and Community Health: Compare the functions of the basic components of the human immune system (LS-H-G3)

GLE-H-40. Grade Level Expectation: Biology: Personal and Community Health: Determine the relationship between vaccination and immunity (LS-H-G3)

GLE-H-41. Grade Level Expectation: Biology: Personal and Community Health: Describe causes, symptoms, treatments, and preventions of major communicable and noncommunicable diseases (LS-H-G4)

GLE-H-42. Grade Level Expectation: Biology: Personal and Community Health: Summarize the uses of selected technological developments related to the prevention, diagnosis, and treatment of diseases or disorders (LS-H-G5)

LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-H-A1. Energy in the Earth System: investigating the methods of energy transfer and identifying the sun as the major source of energy for most of the Earth's systems. (1, 3, 4)

ESS-H-A2. Energy in the Earth System: modeling the seasonal changes in the relative position and appearance of the sun and inferring the consequences with respect to the Earth's temperature. (1, 2, 3, 4)

ESS-H-A3. Energy in the Earth System: explaining fission and fusion in relation to the Earth's internal and external heat sources. (1, 3, 4)

ESS-H-A4. Energy in the Earth System: explaining how decay of radioactive isotopes and the gravitational energy from the Earth's original formation generates the Earth's internal heat. (1, 3, 4)

ESS-H-A5. Energy in the Earth System: demonstrating how the sun's radiant energy causes convection currents within the atmosphere and the oceans. (1, 2, 3, 4)

ESS-H-A6. Energy in the Earth System: describing the energy transfer from the sun to the Earth and its atmosphere as it relates to the development of weather and climate patterns. (1, 2, 3, 4)

ESS-H-A7. Energy in the Earth System: modeling the transfer of the Earth's internal heat by way of convection currents in the mantle which powers the movement of the lithospheric plates. (1, 2, 3, 4)

ESS-H-B1. Geochemical Cycles: illustrating how stable chemical atoms or elements are recycled through the solid earth, oceans, atmosphere, and organisms. (1, 2, 3, 4)

ESS-H-B2. Geochemical Cycles: demonstrating Earth's internal and external energy sources as forces in moving chemical atoms or elements. (1, 2, 3, 4)

ESS-H-C1. The Origin and Evolution of the Earth System: explaining the formation of the solar system from a nebular cloud of dust and gas. (1, 2, 3, 4)

ESS-H-C2. The Origin and Evolution of the Earth System: estimating the age of the Earth by using dating techniques. (1, 2, 3, 4)

ESS-H-C3. The Origin and Evolution of the Earth System: communicating the geologic development of Louisiana. (1, 2, 3, 4)

ESS-H-C4. The Origin and Evolution of the Earth System: examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere. (1, 2, 3, 4)

ESS-H-C5. The Origin and Evolution of the Earth System: explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years. (1, 2, 3, 4)

ESS-H-D1. The Origin and Evolution of the Universe: identifying scientific evidence that supports the latest theory of the age and origin of the universe. (1, 2, 3, 4)

ESS-H-D2. The Origin and Evolution of the Universe: describing the organization of the known universe. (1, 3, 4)

ESS-H-D3. The Origin and Evolution of the Universe: comparing and contrasting the sun with other stars. (1, 4)

ESS-H-D4. The Origin and Evolution of the Universe: identifying the elements found in the sun and other stars by investigating the spectra. (1, 2, 3, 4)

ESS-H-D5. The Origin and Evolution of the Universe: describing the role of hydrogen in the formation of all the natural elements. (1, 4)

ESS-H-D6. The Origin and Evolution of the Universe: demonstrating the laws of motion for orbiting bodies. (1, 3, 4)

ESS-H-D7. The Origin and Evolution of the Universe: describe the impact of technology on the study of the Earth, the solar system, and the universe. (1, 2, 3, 4, 5)

LA.SE-H. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SE-H-A1. Ecological Systems and Interactions: demonstrating an understanding of the functions of Earth's major ecological systems. (1, 2, 3, 4)

SE-H-A2. Ecological Systems and Interactions: investigating the flow of energy in ecological systems. (1, 2, 3, 4)

SE-H-A3. Ecological Systems and Interactions: describing how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans). (1, 3, 4, 5)

SE-H-A4. Ecological Systems and Interactions: understanding that change is a fundamental characteristic of every ecosystem and that ecosystems have varying capacities for change and recovery. (1, 2, 3, 4, 5)

SE-H-A5. Ecological Systems and Interactions: describing the dynamic interactions between divisions of the biosphere. (1, 3, 4)

SE-H-A6. Ecological Systems and Interactions: describing and explaining the Earth's biochemical and geochemical cycles and their relationship to ecosystem stability. (1, 2, 4)

SE-H-A7. Ecological Systems and Interactions: comparing and contrasting the dynamic interaction within the biosphere. (1, 2, 4)

SE-H-A8. Ecological Systems and Interactions: analyzing evidence that plant and animal species have evolved physical, biochemical, and/or behavioral adaptations to their environments. (1, 2, 3, 4, 5)

SE-H-A9. Ecological Systems and Interactions: demonstrating an understanding of influencing factors of biodiversity. (1, 3, 4, 5)

SE-H-A10. Ecological Systems and Interactions: explaining that all species represent a vital link in a complex web of interaction. (1, 3, 4, 5)

SE-H-A11. Ecological Systems and Interactions: understanding how pollutants can affect living systems. (1, 2, 3, 4, 5)

SE-H-B1. Resources and Resource Management: explaining the relationships between renewable and nonrenewable resources. (1, 3, 4)

SE-H-B2. Resources and Resource Management: comparing and contrasting conserving and preserving resources. (1, 3, 4)

SE-H-B3. Resources and Resource Management: recognizing that population size and geographic and economic factors result in the inequitable distribution of the Earth's resources. (1, 2, 3, 4, 5)

SE-H-B4. Resources and Resource Management: comparing and contrasting long and short-term consequences of resource management. (1, 2, 3, 4, 5)

SE-H-B5. Resources and Resource Management: analyzing resource management. (1, 2, 3, 4, 5)

SE-H-B6. Resources and Resource Management: recognizing that sustainable development is a process of change in which resource use, investment direction, technological development, and institutional change meet society's present as well as future needs. (1, 2, 3, 4, 5)

SE-H-C1. Environmental Awareness and Protection: evaluating the dynamic interaction of land, water, and air and its relationship to living things in maintaining a healthy environment. (1, 2, 3, 4, 5)

SE-H-C2. Environmental Awareness and Protection: evaluating the relationships between quality of life and environmental quality. (1, 2, 3, 4, 5)

SE-H-C3. Environmental Awareness and Protection: investigating and communicating how environmental policy is formed by the interaction of social, economic, technological, and political considerations. (1, 2, 3, 4, 5)

SE-H-C4. Environmental Awareness and Protection: demonstrating that environmental decisions include analyses that incorporate ecological, health, social, and economic factors. (1, 2, 3, 4, 5)

SE-H-C5. Environmental Awareness and Protection: analyzing how public support affects the creation and enforcement of environmental laws and regulations. (1, 2, 3, 4, 5)

SE-H-D1. Personal Choices and Responsible Actions: demonstrating the effects of personal choices and actions on the natural environment. (1, 2, 3, 4, 5)

SE-H-D2. Personal Choices and Responsible Actions: analyzing how individuals are capable of reducing and reversing their impact on the environment through thinking, planning, education, collaboration, and action. (1, 2, 3, 4, 5)

SE-H-D3. Personal Choices and Responsible Actions: demonstrating that the most important factor in prevention and control of pollution is education. (1, 2, 3, 4, 5)

SE-H-D4. Personal Choices and Responsible Actions: demonstrating a knowledge that environmental issues should be a local and global concern. (1, 2, 3, 4, 5)

SE-H-D5. Personal Choices and Responsible Actions: recognizing that the development of accountability toward the environment is essential for sustainability. (1, 2, 3, 4, 5)

SE-H-D6. Personal Choices and Responsible Actions: developing an awareness of personal responsibility as stewards of the local and global environment. (1, 2, 3, 4, 5)