Biology I Constructing & Reflecting Benchmarks
[Constructing and Reflecting] [Life Science]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
What topics should be taught?

The MiCLiMB links (on the left side of this document) clarify the benchmark, and list key concepts and vocabulary.

Constructing: These benchmarks are taught throughout the school year.

Teacher Resources:

National Science Teachers Association: " ... to promote excellence and innovation in science teaching and learning for all."

National Science Education Standards Grades 9-12

Michigan Science Teachers Association The MSTA mission is to stimulate support, and provide leadership for the improvement of science education throughout Michigan.

MASER Mathematics, Social Studies, and Science Education Reform: A set of Internet learning activities for teachers and students were developed which correlate directly with the State of Michigan Standards and Benchmarks.

Michigan Educational Assessment Program: Visit this site to stay informed
about the science MEAP and to get copies of released items.

Eisenhower National Clearing House for Mathematics & Science Education Provides the best selection of math and science education resources on the Internet

Educational REALMS (Resources for Engaging Active Learners in Mathematics and Science) is a new organization created in 2004 after the discontinuation of the federally funded ERIC Clearinghouse for Science, Mathematics and Environmental Education (ERIC/CSMEE).

National Science Digital Library: NSDL is a digital library of exemplary resource collections and services, organized in support of science education at all levels

How Stuff Works: This site is for all those curious scientists that need to know "how stuff works".

I.1.HS.1 Ask questions that can be investigated empirically.

Students will:

  • Formulate questions that can be investigated using: testing, measuring, data gathering, observing, and acquiring verifiable information.
  • Investigate and evaluate background information when forming their questions
I.1.HS.2 Design and conduct scientific investigations.

Students will:

  • Given a scientific question, be able to:
  • Form a hypothesis
  • Design a test or an experiment with a control
  • Analyze the data they generate
  • Form a conclusion based on the data and hypothesis
  • Evaluate an experiment to find the key components of a scientific investigation.
I.1.HS.3 Recognize and explain the limitations of measuring devices.

Students will

  • Recognize and be able to explain the following factors affecting measurement:
    • Uncertainty is the estimation of a unit beyond the smallest unit of measurement available on a device
    • Error is the amount of difference between an accepted value and a measured value
    • Range is the difference between the highest and lowest measured values
    • Tolerance is the range of uncertainty allowed as determined by a measuring device
    • Accuracy is how close a measurement is to an accepted value
    • Precision is how well measurements are reproduced
I.1.HS.4 Gather and synthesize information from books and other sources of information. Students will:
  • Find, collect, organize, and interpret information that they gather from scientific journals, books, other resources and computer reference materials
I.1.HS.5 Discuss topics in groups by making clear presentations, restating or summarizing what others have said, asking for clarification or elaboration, taking alternative perspectives, and defending a position. Students will:
  • Present information that they have gathered through observation, documents, and/or opinions.
  • Seek clarification of all information and consider several points of view
  • Take a position and defend it based on discussion
Reflecting: These benchmarks are taught throughout the school year.
II.1.HS.1 Justify plans or explanations on a theoretical or empirical basis Students will:
  • Learn to recognize weaknesses in arguments that are presented as scientific, using:
    • Evidence
    • Fact
    • Opinion
    • Assumptions
    • Claims
    • Conclusions
    • Observations
II.1.HS.2 Describe some general limitations of scientific knowledge.

Students will:

  • Understand the nature and limitations of scientific knowledge as essential in effectively making decisions
II.1.HS.3 Show how common themes of science, mathematics, and technology apply in real-world contexts. Students will:
  • Explore how history, art, mathematics, science, philosophy and technology are inter-related in real world situations
II.1.HS.4 Discuss the historical development of key scientific concepts and principles. Students will:
  • Investigate and discuss the history behind key scientific concepts and principles including people, places and events
II.1.HS.5 Explain the social and economic advantages and risks of new technology. Students will:
  • Specify the relationship between the benefits that technology can provide and the risks that it presents
II.1.HS.6 Develop an awareness of and sensitivity to the natural world.

Students will:

  • Identify the components of the natural world
  • Assess how they interact with the natural world
II.1.HS.7 Describe the historical, political, and social features affecting the developments in science. Students will:
  • Examine the historical origins of science and make connections between the development of science and political & social influences MiCLiMB

Committee Members:

Glenn Charles, Wayne Hewitt, Lynda Jolliff, Dave Jones, Dave Verlinde

Last Revised: Tue, Jan 6, 2004