Ohio Science Academic Content Standards (2002)
Life Sciences
Benchmarks (9–10)
J.
Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.
Benchmarks (11–12)
B.
Explain how humans are connected to and impact natural systems.
G.
Summarize the historical development of scientific theories and ideas within the study of life sciences.
Grade Level Indicators (Grade 10)
28.
Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning).
Grade Level Indicators (Grade 11)
11.
Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view Earth.
Grade Level Indicators (Grade 12)
12.
Describe advances in life sciences that have important, long-lasting effects on science and society (e.g., biotechnology).
Science and Technology
Benchmarks (9–10)
B.
Explain that science and technology are interdependent; each drives the other.
Benchmarks (11–12)
A.
Predict how human choices today will determine the quality and quantity of life on Earth.
Grade Level Indicators (Grade 10)
2.
Describe examples of scientific advances and emerging technologies and how they may impact society.
Grade Level Indicators (Grade 11)
1.
Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge.
2.
Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
3.
Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics).
Grade Level Indicators (Grade 12)
1.
Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge.
2.
Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research.
Scientific Ways of Knowing
Benchmarks (9–10)
C.
Describe the ethical practices and guidelines in which science operates.
D.
Recognize that scientific literacy is part of being a knowledgeable citizen.
Benchmarks (11–12)
C.
Explain how societal issues and considerations affect the progress of science and technology.
Grade Level Indicators (Grade 9)
9.
Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
Grade Level Indicators (Grade 10)
4.
Recognize that ethical considerations limit what scientists can do.
7.
Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
Grade Level Indicators (Grade 11)
8.
Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
9.
Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.
10.
Describe costs and trade-offs of various hazards - ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Grade Level Indicators (Grade 12)
7.
Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions.
8.
Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.
9.
Recognize the appropriateness and value of basic questions "What can happen?" "What are the odds?" and "How do scientists and engineers know what will happen?"
10.
Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.)
11.
Research how advances in scientific knowledge have impacted society on a local, national or global level.
National Science Education Standards
Life Science
Interdependence of organisms (Grades 9 - 12)
Science and Technology
Understandings about science and technology (Grades 9 - 12)
Science in Personal and Social Perspectives
Science and technology in local, national, and global challenges (Grades 9 - 12)