Common Planner
K–12 Standards

Biology II Ecology

Other Virginia Science sets

The student will demonstrate an understanding of scientific skills and processes by:EC.1

  • a

    asking questions and defining problemsEC.1.a

    1. i

      ask questions that arise from careful observation of phenomena and/or organisms or from examining models and theories, or unexpected results, and/or to seek additional informationEC.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 variablesEC.1.a.ii

    3. iii

      make hypotheses that specify what happens to a dependent variable when an independent variable is manipulatedEC.1.a.iii

  • b

    planning and carrying out investigationsEC.1.b

    1. i

      individually and collaboratively plan and conduct observational and experimental investigations EC.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 impactsEC.1.b.ii

    3. iii

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

    4. iv

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

  • c

    interpreting, analyzing, and evaluating dataEC.1.c

    1. i

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

    2. ii

      construct, analyze, and interpret graphical displays of data, including scatterplots and line plots and consider limitations of data analysis EC.1.c.ii

    3. iii

      apply mathematical concepts and processes to scientific questionsEC.1.c.iii

    4. iv

      use data in building and revising models, supporting explanation for phenomena, or testing solutions to problemsEC.1.c.iv

    5. v

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

  • d

    constructing and critiquing conclusions and explanationsEC.1.d

    1. i

      make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables EC.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, peer review EC.i.d.ii

    3. iii

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

    4. iv

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

    5. v

      construct arguments or counter arguments based on data and evidenceEC.1.d.v

    6. vi

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

  • e

    developing and using modelsEC.1.e

    1. i

      evaluate the merits and limitations of modelsEC.1.e.i

    2. ii

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

    3. iii

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

  • f

    obtaining, evaluating, and communicating informationEC.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 problemEC.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 sourceEC.1.f.ii

    3. iii

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

The student will investigate and understand that Life History Theory allows for the prediction of an organism's development and behaviors. Key concepts include:EC.2

  • a

    Explain how the Life History Theory predicts an organism's potential development and interactionsEC.2.a

  • b

    Describe the characteristics that make up an organism's life historyEC.2.b

  • c

    Investigate differences in development among different groups of organismsEC.2.c

  • d

    Compare and contrast K-selection and R-selectionEC.2.d

  • e

    Predict how an organism would grow, develop, and reproduce based on its life historyEC.2.e

  • f

    Investigate differences in animal behavior (such as taxis v. kinesis)EC.2.f

The student will understand that the individual is the basic unit of ecology. Key ideas include:EC.3

  • a

    classification is based on molecular phylogenetics, structural, and biochemical characteristicsEC.3.a

  • b

    organisms can be classified based on how they use energyEC.3.b

  • c

    systemics, the science of grouping and categorizing organisms, is adaptable to new scientific discoveriesEC.3.c

The student will investigate and understand that plants have evolved a variety of adaptations to survive, grow, and reproduce in the wide range of environmental conditions on Earth. Key environmental conditions include:EC.4

  • a

    quantities of reactants for photosynthesisEC.4.a

  • b

    temperatureEC.4.b

  • c

    nutrient availabilityEC.4.c

  • d

    predatorsEC.4.d

  • e

    natural selectionEC.4.e

  • f

    adaptationsEC.4.f

  • g

    environmental relationshipsEC.4.g

The student will investigate and understand that animals have evolved a variety of adaptations to survive, grow, and reproduce in the diversity of environments existing on earth. Adaptions include:EC.5

  • a

    body sizeEC.5.a

  • b

    acquiring and digesting foodEC.5.b

  • c

    oxygen absorptionEC.5.c

  • d

    maintaining temperature and water balanceEC.5.d

  • e

    variations to light and temperatureEC.5.e

The student will investigate and understand that different factors influence population density, dispersion, and demographics and use models as predictors of population growth. Key concepts include:EC.6

  • a

    basic structure of ecological populations includes population distribution and population abundance;EC.6.a

  • b

    factors that regulate population growth include intraspecific competition in population growth and population density;EC.6.b

  • c

    limits to population growth include limiting factors, population density, and carrying capacity;EC.6.c

  • d

    population growth can be described as geometric or exponential;EC.6.d

  • e

    models are used to predict population growthEC.6.e

  • f

    the impact of rapid growth of human population is a source of environmental problems. EC.6.f

The student will investigate and understand that intraspecific interactions and natural selection have an impact on a population. Key ideas include:EC.7

  • a

    there is intraspecific and interspecific competitionEC.7.a

  • b

    organisms have symbiotic relationshipsEC.7.b

The student will explore and analyze community structures and interactions. Key concepts include:EC.8

  • a

    species interactions (e.g. predation, parasitism, mutualism, commensalism, and competition) and adaptations have evolved in response to interspecific selective pressures;EC.8.a

  • b

    ecological niches and resource partitioning impact interactionsEC.8.b

  • c

    dominant, keystone, foundation, and endangered species have roles in ecosystems and communities, locally and globally;EC.8.c

  • d

    species diversity relates to the stability of ecosystems and communitiesEC.8.d

  • e

    ecological succession changes communities over time and may have an impact of disturbance on community compositionEC.8.d

The student will understand the energy flow through an ecosystem. Key concepts include:EC.9

  • a

    food chains, webs, and pyramids model energy flow in ecosystemsEC.9.a

  • b.

    primary productivity is important in ecosystemsEC.9.b

  • c

    efficiency of energy use is importantEC.9.c

  • d

    thermodynamic principles apply in an ecological systemEC.9.d

  • e

    the stability of an ecosystem is related to the biodiversityEC.9.e

The student will investigate and understand that dead organic matter is crucial to the internal cycling of nutrients in an ecosystem. Key concepts include:EC.10

  • a

    climate impacts the type of decomposers in an ecosystemEC.10.a

  • b

    rate of decomposition varies by organism and climateEC.10.b

The student will investigate and understand the effect of human influence on an ecosystem. Key concepts include:EC.11

  • a

    Humans influence the pattern of natural changes such as primary/secondary succession and desertificationEC.11.a

The student will analyze how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth. Key concepts include:EC.12

  • a

    the biotic and abiotic components that define various biomes and aquatic life zonesEC.12.a

  • b

    global climate patterns and biogeography impact diversityEC.12.b

  • c

    different factors lead to the species richness of an ecosystem and the importance of biodiversityEC.12.c

  • d

    natural selection has a role in organismal adaptations that are specific to their habitatsEC.12.d

Students will assess the impact of human activities on the natural world, and research how ecological theory can address current issues facing our society, both locally and globally. Key issues include:EC.13

  • a

    major primary and secondary pollutantsEC.13.a

  • b

    sustainable and unsustainable use of resources, including soil, timber, fish and wild game, mineral resources, and nonrenewable energy;EC.13.b

  • c

    natural and anthropogenic climate changeEC.13.c

  • d

    habitat fragmentation and habitat loss on biodiversity in relation to island biogeography, and apply island biogeography theory to the design of parks and nature preserves; and EC.13.d

  • e

    the ecological impact of agriculture (historical and modern) in the environment and its implications for feeding the world’s population.EC.13.e

Frequently asked questions

What grade levels do these standards cover?
Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Henrico County Public Schools

Keep exploring

Keep exploring Science standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.