BioEYES Standards Alignment
— High School

Maryland State Curriculum Core Learning Goals

The Maryland state science curriculum is in the process of being phased out in favor of the Next Generation Science Standards (NGSS). NGSS is planned to be fully implemented statewide by the 2017-18 school year. Until then, the following standards may still be in effect. [Source]

Goal 1: Skills and Processes for Biology Assessment

The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.
  1. Expectation: The student will explain why curiosity, honesty, openness and skepticism are highly regarded in science.

    • Assessment Limits/Indicators
    1. The student will modify or affirm scientific ideas according to accumulated evidence.
    2. The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.

  2. Expectation: The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

    • Assessment Limits/Indicators
    1. The student will identify meaningful, answerable scientific questions.
    2. The student will pose meaningful answerable scientific questions.
    3. The student will formulate a working hypothesis.
    4. The student will test a working hypothesis.
    5. The student will select appropriate instruments and materials to conduct an investigation.

  3. Expectation: The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

    • Assessment Limits/Indicators
    1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.
    2. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral directions.

  4. Expectation: The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

    • Assessment Limits/Indicators
    1. The student will organize data appropriately using techniques such as tables, graphs, and webs. (For graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variable on correct axes, appropriate title)
    2. The student will analyze data to make predictions, decisions, or draw conclusions.
    3. The student will use experimental data from various investigators to validate results.
    4. The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.
    5. The student will check graphs to determine that they do not misrepresent results.
    6. The student will describe trends revealed by data.
    7. The student will use analyzed data to confirm, modify, or reject a hypothesis.

  5. Expectation: The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.

    • Assessment Limits/Indicators
    1. The student will demonstrate the ability to summarize data (measurements/observations.)
    2. The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
    3. The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.
    4. The student will read a technical selection and interpret it appropriately. [Optional for BioEYES]
    5. The student will describe similarities and differences when explaining concepts and/or principles.
    6. The student will communicate conclusions derived through a synthesis of ideas.

  6. Expectation: The student will use mathematical processes.

    • Assessment Limits/Indicators
    1. The student will use ratio and proportion in appropriate situations to solve problems.
    2. The student will judge the reasonableness of an answer.

  7. Expectation: The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.

    • Assessment Limits/Indicators
    1. The student will investigate career possibilities in the various areas of science.

Goal 3: Concepts of Biology

The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.
  1. Expectation: The student will analyze how traits are inherited and passed on from one generation to another.

    • Indicators of Learning
    1. The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring.

      • Assessment Limits

      • fertilization (combination of gametes to form zygote)

    2. The student will illustrate and explain how expressed traits are passed from parent to offspring.

      • Assessment Limits

      • phenotypes (expression of inherited characteristics)
      • dominant and recessive traits
      • genotypes (represented by heterozygous and homozygous pairs of alleles)
      • punnett square (use to predict and/or interpret the results of a genetic cross; translate genotypes into phenotypes – monohybrid only)
      • pedigree (use to interpret patterns of inheritance within a family)

    3. The student will explain how a genetic trait is determined by the code in a DNA molecule.

      • Assessment Limits

      • definition of gene (a segment of DNA that codes for a protein or RNA)

    4. The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment.

      • Assessment Limits

      • mutations

  2. Expectation: The student will explain the mechanism of evolutionary change.

    • Indicators of Learning
    1. The student will estimate degrees of relatedness among organisms or species.

      • Assessment Limits

      • anatomical similarities (evolutionary relationships; homologous structures)
      • similarities of DNA bas and/or amino acid sequence (including results from gel electrophoresis)

  3. Expectation: The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

    • Indicators of Learning
    1. The student will analyze the relationship between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.

      • Assessment Limits

        • Abiotic/Biotic Factors
          • water
          • temperature

        • Relationships
          • predator – prey
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