Common Planner
K–12 Standards

Biology

Other Virginia Science sets

The student will demonstrate an understanding of scientific and engineering practices by:BIO.1

  • a

    asking questions and defining problemsBIO.1.a

    1. i.

      ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information BIO.1.a.i

    2. ii.

      determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables BIO.1.a.ii

    3. iii.

      generate hypotheses based on research and scientific principles BIO.1.a.iii

    4. iv.

      make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated BIO.1.a.iv

  • b

    planning and carrying out investigationsBIO.1.b

    1. i.

      individually and collaboratively plan and conduct observational and experimental investigationsBIO.1.b.i

    2. ii.

      plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effectsBIO.1.b.ii

    3. iii.

      determine appropriate sample size and techniquesBIO.1.b.iii

    4. iv.

      select and use appropriate tools and technology to collect, record, analyze, and evaluate data BIO.1.b.iv

  • c

    interpreting, analyzing, and evaluating dataBIO.1.c

    1. i.

      construct and interpret data tables showing independent and dependent variables, repeated trials, and means BIO.1.c.i

    2. ii.

      construct, analyze, and interpret graphical displays of dataBIO.1.c.ii

    3. iii.

      use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems BIO.1.c.iii

    4. iv.

      analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution BIO.1.c.iv

  • d

    constructing and critiquing conclusions and explanationsBIO.1.d

    1. i.

      make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables BIO.1.d.i

    2. ii.

      construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, and peer review BIO.1.d.ii

    3. iii.

      apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutionsBIO.1.d.iii

    4. iv.

      compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence BIO.1.d.iv

    5. v.

      construct arguments or counterarguments based on data and evidenceBIO.1.d.v

    6. vi.

      differentiate between a scientific hypothesis and theory BIO.1.d.vi

  • e

    developing and using modelsBIO.1.e

    1. i.

      evaluate the merits and limitations of models BIO.1.e.i

    2. ii.

      develop, revise, and/or use models based on evidence to illustrate or predict relationshipsBIO.1.e.ii

    3. iii.

      develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems BIO.1.e.iii

  • f

    obtaining, evaluating, and communicating informationBIO.1.f

    1. i.

      compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problemBIO.1.f.i

    2. ii.

      gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source BIO.1.f.ii

    3. iii.

      communicate scientific and/or technical information about phenomena in multiple formats BIO.1.f.iii

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include:BIO.2

  • A

    water chemistry has an influence on life processes;BIO.2.a

  • b

    macromolecules have roles in maintaining life processes;BIO.2.b

  • C

    enzymes have a role in biochemical processes;BIO.2.c

  • d

    protein synthesis is the process of forming proteins which influences inheritance and evolution; andBIO.2.d

  • e

    the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.BIO.2.e

The student will investigate and understand that cells have structure and function. Key ideas include:BIO.3

  • a

    the cell theory is supported by evidence;BIO.3.a

  • b

    structures in unicellular and multicellular organisms work interdependently to carry out life processes;BIO.3.b

  • C

    cell structures and processes are involved in cell growth and division;BIO.3.c

  • d

    the structure and function of the cell membrane support cell transport; andBIO.3.d

  • e

    specialization leads to the development of different types of cells.BIO.3.e

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include:BIO.4

  • a

    viruses depend on a host for metabolic processes;BIO.4.a

  • b

    the modes of reproduction/replication can be compared;BIO.4.b

  • c

    the structures and functions can be compared;BIO.4.c

  • d

    bacteria and viruses have a role in other organisms and the environment; andBIO.4.d

  • e

    the germ theory of infectious disease is supported by evidence.BIO.4.e

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include: BIO.

  • a

    DNA has structure and is the foundation for protein synthesis;BIO.5.a

  • b

    the structural model of DNA has developed over time;BIO.5.b

  • c

    the variety of traits in an organism are the result of the expression of various combinations of alleles;BIO.5.c

  • d

    meiosis has a role in genetic variation between generations; andBIO.5.d

  • e

    synthetic biology has biological and ethical implications.BIO.5.e

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include:BIO.6

  • A

    organisms have structural and biochemical similarities and differences;BIO.6.a

  • b

    fossil record interpretation can be used to classify organisms;BIO.6.b

  • c

    developmental stages in different organisms can be used to classify organisms;BIO.6.c

  • Dad

    Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;BIO.6.d

  • e

    the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; andBIO.6.e

  • f

    systems of classification are adaptable to new scientific discoveries.BIO.6.f

The student will investigate and understand that populations change through time. Key ideas include: BIO.7

  • A

    evidence is found in fossil records and through DNA analysis;BIO.7.a

  • b

    genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;BIO.7.b

  • c

    natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; andBIO.7.c

  • d

    biological evolution has scientific evidence and explanations.BIO.7.d

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include: BIO.8

  • a

    interactions within and among populations include carrying capacities, limiting factors, and growth curves;BIO.8.a

  • b

    nutrients cycle with energy flow through ecosystems;BIO.8.b

  • c

    ecosystems have succession patterns; andBIO.8.c

  • d

    natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.BIO.8.d

Frequently asked questions

What grade levels do these standards cover?
Grade 10
Where can I read the official document?
VDOE SOL Biology

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