Literacy Standards
Reading
LITERACY STANDARDS FOR GRADES 6-12: HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
•Key Ideas and Details (RST 1-3)
•Craft and Structure (RST 4-6)
•Integration of Knowledge and Ideas (RST 7-9)
•Range of Reading and Level of Text Complexity (RST 10)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.
Writing
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
•Text Types and Purposes (WHST 1-3)
•Production and Distribution of Writing (WHST 4-6)
•Research to Build and Present Knowledge (WHST 7-9)
•Range of Writing (WHST 10)
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,rewriting, or typing a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each souce, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Biology Standards
Biology
2023 ACOS Biology Standards
Biology is an inquiry-based course focused on providing all high school students with foundational life science content about the patterns, processes, and interactions among living organisms. It emphasizes depth and detail in a limited number of core ideas rather than memorization of broad factual content.
Each standard’s foundational knowledge is integrated with the science and engineering practices to provide students with opportunities to engage in scientific inquiry. Students use both new and prior knowledge to build conceptual understandings based on evidence from their own and others’ investigations. They use their own learning and experiences to support claims and engage in argument from evidence and to produce innovative solutions that reflect how scientists formulate explanations.
The standards provide opportunities to create deeper conceptual understanding and foster scientific literacy for college, career, and citizenship. Resources specific to the local area, scholarly resources (including evidenced-based literature from scientific journals, real-world data, industry studies, and scientific reports), and laboratory investigations should be used to extend and increase the complexity of the core ideas.
The Biology course incorporates safe laboratory investigations where students can actively explore the aspects of living things. Students are encouraged to apply evidence-based reasoning to investigate various structures, processes, and interactions in organisms. Hands-on experiences in the lab spark curiosity and build interest in learning about living things and are especially valuable for students interested in biology-related science, technology, engineering, and mathematics (STEM) careers.
Content standards within this course are organized according to the disciplinary core ideas for the life sciences domain. The first core idea, “From Molecules to Organisms: Structures and Processes,” emphasizes the structure of cells and how their functions are necessary for supporting life, growth, behavior, and reproduction. The second core idea, “Ecosystems: Interactions, Energy, and Dynamics,” investigates the positive and negative interactions between living organisms and other biotic and abiotic factors, as well as investigating and celebrating Alabama’s biodiversity.
The third core idea, “Heredity: Inheritance and Variation of Traits,” centers on the formation of proteins that affect trait expression (also known as the central dogma of molecular biology); the passing of genetic information through generations; and how environmental factors and errors in DNA replication can contribute to genetic variation. The fourth core idea, “Unity and Diversity,” examines the variation of traits within a population that results in diversity among organisms over a long period of time. This core idea also focuses on analyzing the relatedness between organisms and groups of organisms using phylogenetic trees and cladograms. This approach moves away from the shifting nomenclature in hierarchical taxonomies toward the use of technologies to determine species relatedness.
Biology is an inquiry-based course focused on providing all high school students with foundational life science content about the patterns, processes, and interactions among living organisms. It emphasizes depth and detail in a limited number of core ideas rather than memorization of broad factual content.
Each standard’s foundational knowledge is integrated with the science and engineering practices to provide students with opportunities to engage in scientific inquiry. Students use both new and prior knowledge to build conceptual understandings based on evidence from their own and others’ investigations. They use their own learning and experiences to support claims and engage in argument from evidence and to produce innovative solutions that reflect how scientists formulate explanations.
The standards provide opportunities to create deeper conceptual understanding and foster scientific literacy for college, career, and citizenship. Resources specific to the local area, scholarly resources (including evidenced-based literature from scientific journals, real-world data, industry studies, and scientific reports), and laboratory investigations should be used to extend and increase the complexity of the core ideas.
The Biology course incorporates safe laboratory investigations where students can actively explore the aspects of living things. Students are encouraged to apply evidence-based reasoning to investigate various structures, processes, and interactions in organisms. Hands-on experiences in the lab spark curiosity and build interest in learning about living things and are especially valuable for students interested in biology-related science, technology, engineering, and mathematics (STEM) careers.
Content standards within this course are organized according to the disciplinary core ideas for the life sciences domain. The first core idea, “From Molecules to Organisms: Structures and Processes,” emphasizes the structure of cells and how their functions are necessary for supporting life, growth, behavior, and reproduction. The second core idea, “Ecosystems: Interactions, Energy, and Dynamics,” investigates the positive and negative interactions between living organisms and other biotic and abiotic factors, as well as investigating and celebrating Alabama’s biodiversity.
The third core idea, “Heredity: Inheritance and Variation of Traits,” centers on the formation of proteins that affect trait expression (also known as the central dogma of molecular biology); the passing of genetic information through generations; and how environmental factors and errors in DNA replication can contribute to genetic variation. The fourth core idea, “Unity and Diversity,” examines the variation of traits within a population that results in diversity among organisms over a long period of time. This core idea also focuses on analyzing the relatedness between organisms and groups of organisms using phylogenetic trees and cladograms. This approach moves away from the shifting nomenclature in hierarchical taxonomies toward the use of technologies to determine species relatedness.
Engage in evidence-based argument to relate a cell’s function to the structure, function, and diversity of its components. Examples: Muscle cells have a large number of mitochondria, which create energy for contraction in the form of ATP. Some plant cells have a large vacuole which is used for storage and transport of excess nutrients in changing environments.
Obtain and evaluate information to explain the role of DNA and RNA in transcription and translation leading to protein synthesis and cellular function.
a. Use a model to describe the structure and sequence of DNA, including nucleotide structure, base pairing, and the structure of the helix.
b. Obtain and evaluate information to explore additional functions and regulatory roles of RNA, DNA, and protein, including their roles in gene expression and cellular differentiation. Examples: RNA contributing to ribosome structure, histone modification altering chromatin structure, and transcription factors and non-coding DNA
involved in nuclear regulatory functions Clarification: Discussion should include proteins that regulate and carry out essential functions of life including enzymes, structural proteins, hormones, and receptors.
c. Obtain, evaluate, and communicate information regarding how DNA and genetic technology apply to daily life. Examples: CRISPR can be used to develop species-specific pest control tools. GMO technology is used to produce drought-resistant plants to increase food supplies. Genetic screening is used in neonatal healthcare.
a. Use a model to describe the structure and sequence of DNA, including nucleotide structure, base pairing, and the structure of the helix.
b. Obtain and evaluate information to explore additional functions and regulatory roles of RNA, DNA, and protein, including their roles in gene expression and cellular differentiation. Examples: RNA contributing to ribosome structure, histone modification altering chromatin structure, and transcription factors and non-coding DNA
involved in nuclear regulatory functions Clarification: Discussion should include proteins that regulate and carry out essential functions of life including enzymes, structural proteins, hormones, and receptors.
c. Obtain, evaluate, and communicate information regarding how DNA and genetic technology apply to daily life. Examples: CRISPR can be used to develop species-specific pest control tools. GMO technology is used to produce drought-resistant plants to increase food supplies. Genetic screening is used in neonatal healthcare.
Develop and use models to explain how events during the cell cycle lead to the formation of new cells and repair of multicellular organisms, including cell growth, DNA replication, separation of chromosomes, and separation of cell contents.
a. Construct an explanation of the process of DNA replication during cellular division (S-phase).
b. Using observations of cell growth, construct an explanation of how the cell cycle leads to differentiation in tissue development. Examples: stages of cellular differentiation that lead to formation of tissues in embryological development, dysfunction in the cell cycle that leads to uncontrolled cell growth (cancers and tumor growth), exposure to external
stimuli that leads to changes in plant tissue growth or plant tropisms (phototropism, gravitropism)
a. Construct an explanation of the process of DNA replication during cellular division (S-phase).
b. Using observations of cell growth, construct an explanation of how the cell cycle leads to differentiation in tissue development. Examples: stages of cellular differentiation that lead to formation of tissues in embryological development, dysfunction in the cell cycle that leads to uncontrolled cell growth (cancers and tumor growth), exposure to external
stimuli that leads to changes in plant tissue growth or plant tropisms (phototropism, gravitropism)
Engage in argument from evidence to explain the regulation of cellular processes that maintain homeostasis, including active and passive transport. Examples: evidence from a laboratory exercise investigating the effects of various
factors such as temperature and concentration gradient on diffusion; viewing simulations of active transport and arguing its role in urine formation.
a. Use models to illustrate how the structural characteristics of lipids and proteins in the cell membrane regulate cellular processes.
b. Construct an explanation of how the unique properties of water are vital to maintaining homeostasis in organisms.
Examples: Explain how cohesive properties contribute to capillary action and the movement of water in plants, how water is the universal solvent, and that the heat capacity of water contributes to survival in extreme habitats.
factors such as temperature and concentration gradient on diffusion; viewing simulations of active transport and arguing its role in urine formation.
a. Use models to illustrate how the structural characteristics of lipids and proteins in the cell membrane regulate cellular processes.
b. Construct an explanation of how the unique properties of water are vital to maintaining homeostasis in organisms.
Examples: Explain how cohesive properties contribute to capillary action and the movement of water in plants, how water is the universal solvent, and that the heat capacity of water contributes to survival in extreme habitats.
Plan and carry out investigations and utilize results to explain the role and cycling of products and reactants involved in the cellular conversion of energy.
a. Construct an explanation of how the structural characteristics of carbohydrates and lipids store energy.
b. Use models of the reactants and products of photosynthesis to illustrate the conversion of light energy into stored chemical energy within cells. Examples: diagrams, flow charts, chemical equations, interactive games, concept maps
Clarification: Steps of light reactions, the Calvin cycle, or chemical structures of molecules are not required.
c. Use models of the reactants and products of cellular respiration (both aerobic and anaerobic) to illustrate how chemical energy is stored in the bonds of carbohydrates and lipids and converted to ATP and heat when the bonds are broken. Examples: diagrams, chemical equations, conceptual models Clarification: Identification of the steps or specific process involved in cellular respiration or specific types of fermentation is not required.
a. Construct an explanation of how the structural characteristics of carbohydrates and lipids store energy.
b. Use models of the reactants and products of photosynthesis to illustrate the conversion of light energy into stored chemical energy within cells. Examples: diagrams, flow charts, chemical equations, interactive games, concept maps
Clarification: Steps of light reactions, the Calvin cycle, or chemical structures of molecules are not required.
c. Use models of the reactants and products of cellular respiration (both aerobic and anaerobic) to illustrate how chemical energy is stored in the bonds of carbohydrates and lipids and converted to ATP and heat when the bonds are broken. Examples: diagrams, chemical equations, conceptual models Clarification: Identification of the steps or specific process involved in cellular respiration or specific types of fermentation is not required.
Develop and use models to illustrate interactions between ecological hierarchy levels, including biosphere, biome, ecosystem, community, population, and organism.
Develop and use models to illustrate the flow of matter and energy between abiotic and biotic factors in ecosystems, including loss of heat, 10% rule, and the conservation of matter. Examples: Diagram biogeochemical cycles (C, N, P, S), biomass pyramids to illustrate the movement of energy and the conservation of matter. Clarification: Steps of the biogeochemical cycles are not required. The focus of the standard is to create awareness of the importance of the exchange of elements between the subsystems.
Construct an evidence-based explanation of how density-dependent and density-independent factors affect population growth. Examples: Utilize calculated averages, trends, or graphical comparisons of multiple sets of data detailing exponential, linear, or logistic growth to explain how food shortage decreases the population of animals in a particular habitat.
Obtain, evaluate, and communicate data to explain how the biodiversity of Alabama contributes to ecosystem services in Examples: Alabama has many species of freshwater fish, which support a robust fishery. Alabama’s extensive, diverse forests support the timber industry.
a. Obtain and evaluate data to describe human impact on various Alabama ecosystems. Examples: Explain how nitrogen runoff from farms affects algal growth in Mobile Bay. Explain how invasive species (such as kudzu or cogon grass) affect Alabama ecosystems. Explain the impact of building on top of sand dunes on barrier islands along the Gulf Coast. Explain how humans have introduced white nose syndrome into bat cave habitat.
a. Obtain and evaluate data to describe human impact on various Alabama ecosystems. Examples: Explain how nitrogen runoff from farms affects algal growth in Mobile Bay. Explain how invasive species (such as kudzu or cogon grass) affect Alabama ecosystems. Explain the impact of building on top of sand dunes on barrier islands along the Gulf Coast. Explain how humans have introduced white nose syndrome into bat cave habitat.
Engage in argument from evidence to support the claim that characteristics of an ecosystem contribute to its resilience and stability, including ecological succession and recovery from disturbance. Examples: Gather evidence that fire suppression impacts seed germination in fire-dependent ecosystems. Using evidence from biodiversity indices, support the claim that biodiversity contributes to functional redundancy in tropical rainforests.
Use probability and statistical models to explain the variation of expressed traits within a population. Examples: pedigree charts, family and population studies
a. Use mathematics and computational thinking to predict patterns of inheritance, including dominance, recessiveness, codominance, and incomplete dominance. Examples: Use a Punnett square to illustrate codominance in genes for blood
types. Use probability rules to predict the phenotypes of offspring from different parental combinations.
b. Obtain, evaluate, and communicate information about how the interplay of heritable risk factors, somatic mutations, and environment influences human disease. Examples: Because heart disease has heritable and environmental risk factors, a person’s total risk needs to include both factors. Cancers have both heritable (breast, lung, colorectal, skin, cervical cancer) and environmental risk factors (smoking, diet, sun exposure, HPV exposure). Clarification: Epigenetics could be an extension of this standard.
a. Use mathematics and computational thinking to predict patterns of inheritance, including dominance, recessiveness, codominance, and incomplete dominance. Examples: Use a Punnett square to illustrate codominance in genes for blood
types. Use probability rules to predict the phenotypes of offspring from different parental combinations.
b. Obtain, evaluate, and communicate information about how the interplay of heritable risk factors, somatic mutations, and environment influences human disease. Examples: Because heart disease has heritable and environmental risk factors, a person’s total risk needs to include both factors. Cancers have both heritable (breast, lung, colorectal, skin, cervical cancer) and environmental risk factors (smoking, diet, sun exposure, HPV exposure). Clarification: Epigenetics could be an extension of this standard.
Develop and use an evidence-based model to illustrate the formation of reproductive cells through the process of meiosis. Example: Use karyotype cutouts to illustrate independent assortment into reproductive cells.
a. Construct an explanation of how new genetic combinations and variations occur during crossover.
b. Obtain, evaluate, and communicate information about how errors during meiosis and environmental factors affect the expression of traits. Examples: Translocation between chromosomes 8 and 11 can cause myeloproliferative disorder and lymphoma. Smoking and exposure to teratogenic chemicals can alter genes in reproductive cells that can be passed
on to offspring.
a. Construct an explanation of how new genetic combinations and variations occur during crossover.
b. Obtain, evaluate, and communicate information about how errors during meiosis and environmental factors affect the expression of traits. Examples: Translocation between chromosomes 8 and 11 can cause myeloproliferative disorder and lymphoma. Smoking and exposure to teratogenic chemicals can alter genes in reproductive cells that can be passed
on to offspring.
Analyze and interpret data to support hypotheses of common ancestry and biological evolution illustrated by cladograms and phylogenetic trees. Examples: Use cladograms and phylogenetic trees developed from evidence (such as fossil records, comparative anatomy, comparative embryology, biogeography, or DNA/RNA/amino acids sequences) to discuss common ancestry and biological evolution. Clarification: Emphasis is on students’ conceptual understanding of how lines relate to common ancestry and biological evolution, and is not extended to the lines of evidence for specific species.
a. Evaluate evidence supporting claims that viruses should be placed in a separate category from living things.
a. Evaluate evidence supporting claims that viruses should be placed in a separate category from living things.
Analyze and interpret data pertaining to adaptations resulting from natural and artificial selection to explain the evolution of populations. Examples: number of antibiotic-resistant bacteria present after incremental exposure to antibiotics, frequency distribution of different colored moths before and after the Industrial Revolution, population counts of tuskless elephants before and after poaching, frequency distribution of mutations resulting from errors in DNA replication leading to new alleles present in the population Clarification: This standard should focus on using evidence to explain how types of selection influences the number of organisms and behaviors, morphology, or physiology ofspecies. Other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution, are not required.
Engage in argument from evidence to explain how populations respond to changes in the environment that can lead to speciation or extinction. Examples: emergence of geographic barriers over time leading to speciation; large-scale climate change shifting weather patterns and driving speciation or extinction; global disasters such as asteroids and volcanos leading to mass extinction events; anthropogenic shifts in climate or habitat causing extinction Clarification: Discussion of allele frequency calculations is not required.
Environmental Science
2023 ACOS Environmental Science Standards
Environmental Science introduces students to a broad view of the biosphere and the physical attributes that affect it. The standards include the study of ecosystems and natural resources, human impacts on Earth’s systems, and changing patterns of weather and climate. Environmental Science provides a “deep dive” into the ways systems interconnect, interact, and influence events over long and short periods of time.
Students are challenged to evaluate and synthesize current findings from multiple sources of reliable, scholarly information to address issues or suggest possible solutions for environmental problems. The Environmental Science course incorporates safe laboratory investigations that enable students actively to explore the environment. Students are encouraged to apply evidence-based reasoning to investigate how Earth’s systems interact with biotic, abiotic, and anthropogenic influences. Hands-on experiences in the lab spark curiosity and build interest in learning about the environment. These hands-on experiences are especially valuable for students interested in science, technology, engineering, and mathematics
(STEM) careers related to environmental science. Although environmental legislation is not included in the standards, the exploration and application of these laws and policies can be an extension of learning environmental science.
The disciplinary core ideas in Environmental Science are “Ecosystems: Interactions, Energy, and Dynamics,” “Unity and Diversity,” “Earth's Systems,” and “Earth and Human Activity.” The academic language of core ideas is used in context to communicate claims, evidence, and reasoning for phenomena and to engage in argument from evidence to justify and defend claims.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students will evaluate and refine a current solution designed to protect natural resources and design and defend a sustainability plan to reduce an individual’s ecological footprint.
Although not included as discrete standards, these practices should be embedded throughout each unit:
● Measurement - Choose appropriate measurement tools and record measurements with the correct units.
● Mathematics - Calculate ratios, rates, percentages, and unit conversions to represent and solve scientific and engineering problems.
● Graphic literacy - Read, analyze, and interpret graphs, charts, and tables to address a scientific question or solve a problem.
Environmental Science introduces students to a broad view of the biosphere and the physical attributes that affect it. The standards include the study of ecosystems and natural resources, human impacts on Earth’s systems, and changing patterns of weather and climate. Environmental Science provides a “deep dive” into the ways systems interconnect, interact, and influence events over long and short periods of time.
Students are challenged to evaluate and synthesize current findings from multiple sources of reliable, scholarly information to address issues or suggest possible solutions for environmental problems. The Environmental Science course incorporates safe laboratory investigations that enable students actively to explore the environment. Students are encouraged to apply evidence-based reasoning to investigate how Earth’s systems interact with biotic, abiotic, and anthropogenic influences. Hands-on experiences in the lab spark curiosity and build interest in learning about the environment. These hands-on experiences are especially valuable for students interested in science, technology, engineering, and mathematics
(STEM) careers related to environmental science. Although environmental legislation is not included in the standards, the exploration and application of these laws and policies can be an extension of learning environmental science.
The disciplinary core ideas in Environmental Science are “Ecosystems: Interactions, Energy, and Dynamics,” “Unity and Diversity,” “Earth's Systems,” and “Earth and Human Activity.” The academic language of core ideas is used in context to communicate claims, evidence, and reasoning for phenomena and to engage in argument from evidence to justify and defend claims.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon . Through participation in the engineering design process, students will evaluate and refine a current solution designed to protect natural resources and design and defend a sustainability plan to reduce an individual’s ecological footprint.
Although not included as discrete standards, these practices should be embedded throughout each unit:
● Measurement - Choose appropriate measurement tools and record measurements with the correct units.
● Mathematics - Calculate ratios, rates, percentages, and unit conversions to represent and solve scientific and engineering problems.
● Graphic literacy - Read, analyze, and interpret graphs, charts, and tables to address a scientific question or solve a problem.
Use mathematical representations to illustrate how the first two laws of thermodynamics demonstrate energy transfers throughout ecosystems, including food chains, food webs, and trophic levels, at various levels of biological organization.
Obtain, evaluate, and communicate information to model the cycling of matter through the biosphere, atmosphere, hydrosphere, and geosphere, including the flow of carbon, water, nitrogen, phosphorus, and sulfur.
Construct an explanation of how biotic and abiotic factors affect biodiversity and populations in
ecosystems. Examples: Explain how factors such as biomass, reproductive strategies, succession, climate, and geography affect an organism's chances of surviving and reproducing through successive generations.
a. Support a claim that biodiversity is a natural resource which fosters ecosystem resilience, including the role of keystone, invasive, native, endemic, and indicator species.
b. Analyze and interpret data collected through geographic research and field investigations to describe Alabama’s biodiversity by region. Examples: Use relief, topographic, and physiographic maps or information on rivers, forests, and watersheds to investigate species distributions and diversity
ecosystems. Examples: Explain how factors such as biomass, reproductive strategies, succession, climate, and geography affect an organism's chances of surviving and reproducing through successive generations.
a. Support a claim that biodiversity is a natural resource which fosters ecosystem resilience, including the role of keystone, invasive, native, endemic, and indicator species.
b. Analyze and interpret data collected through geographic research and field investigations to describe Alabama’s biodiversity by region. Examples: Use relief, topographic, and physiographic maps or information on rivers, forests, and watersheds to investigate species distributions and diversity
Engage in an evidence-based argument to explain how Earth’s systems affect the biosphere and the biosphere affects Earth’s systems over various amounts of time. Examples: Use data to make a claim that microbial life increases the that corals create reefs and argue that these processes can alter patterns of erosion and deposition along coastlines.
Clarification: This discussion should consider Earth’s geological history.
Clarification: This discussion should consider Earth’s geological history.
Obtain, evaluate, and communicate information regarding how short-term and long-term natural cyclic fluctuations cause ecosystem change. Examples: Explain how the eruption of volcanoes alters global temperatures or how the El Niño-Southern Oscillation shifts weather patterns. Share information regarding how forest fires can cause deforestation which increases water runoff and soil erosion. Describe how hurricanes destroy dunes and increase coastal flooding.
Obtain, evaluate, and communicate information to describe the use of renewable and nonrenewable energy sources.
Examples: Describe the similarities and differences among fossil fuels. Gather and share information to describe different sources of renewable energy from biomass such as biodiesel, cellulosic ethanol, and algae.
a. Analyze and interpret data on the origins and availability of renewable and nonrenewable forms of energy to predict consumption trends. Examples: Use a solar irradiance map to predict the best area for a solar thermal power plant. Analyze the distribution of fossil fuel reserves around the globe to identify energy-rich and energy-poor areas and predict future trends in types of fuel used and rates of consumption.
b. Construct an argument based on data about the risks and benefits of using renewable and nonrenewable energy sources in Alabama.
Examples: Describe the similarities and differences among fossil fuels. Gather and share information to describe different sources of renewable energy from biomass such as biodiesel, cellulosic ethanol, and algae.
a. Analyze and interpret data on the origins and availability of renewable and nonrenewable forms of energy to predict consumption trends. Examples: Use a solar irradiance map to predict the best area for a solar thermal power plant. Analyze the distribution of fossil fuel reserves around the globe to identify energy-rich and energy-poor areas and predict future trends in types of fuel used and rates of consumption.
b. Construct an argument based on data about the risks and benefits of using renewable and nonrenewable energy sources in Alabama.
Obtain, evaluate, and communicate information to describe the development, management, and recycling of mineral resources. Example: Research technologies used to mine and process rare Earth metals for electronics. Gather information and draw conclusions about the sustainability of plastics recycling
Construct or revise a claim based on evidence of the effects of human activities on Earth’s systems, natural resources, and ecosystem services. Examples: Construct a claim that excess nitrogen and phosphorus causes algal blooms, deforestation disrupts carbon storage, or excess atmospheric sulfur leads to acid rain. Construct a claim that changing rain patterns cause flooding or desertification. Construct a claim that temperature cycles affect the timing of migrations and the flowering of plants, causing a disjunction in pollination.
a. Evaluate published information from computational models which illustrate the effects of an increase in atmospheric carbon dioxide on photosynthesis and the effect of ocean acidification on marine populations.
b. Use engineering practices to evaluate and refine a current solution designed to protect natural resources from anthropogenic sources of atmospheric, terrestrial, or aquatic pollution. Example: Create mechanisms to remove plastic from the ocean or particulates from industrial exhaust.
a. Evaluate published information from computational models which illustrate the effects of an increase in atmospheric carbon dioxide on photosynthesis and the effect of ocean acidification on marine populations.
b. Use engineering practices to evaluate and refine a current solution designed to protect natural resources from anthropogenic sources of atmospheric, terrestrial, or aquatic pollution. Example: Create mechanisms to remove plastic from the ocean or particulates from industrial exhaust.
Obtain, evaluate, and communicate information based on evidence to explain how key natural resources, natural hazards, and climate variability influence human activity and welfare.
a. Communicate scientific information about how environmental change may disproportionately impact people in certain locations. Examples: People in lower socioeconomic groups or those who are unhoused are more affected by rising temperatures and heat islands than others. Populations living at lower sea levels are more impacted by sea level rise than those who live at higher elevations. People living in floodplains are more likely to experience seasonal flooding than those living on higher ground.
a. Communicate scientific information about how environmental change may disproportionately impact people in certain locations. Examples: People in lower socioeconomic groups or those who are unhoused are more affected by rising temperatures and heat islands than others. Populations living at lower sea levels are more impacted by sea level rise than those who live at higher elevations. People living in floodplains are more likely to experience seasonal flooding than those living on higher ground.
Use mathematics and graphic models to communicate how human activity may affect genetic variation in organism populations, including threatened and endangered species
Construct an explanation of how human populations undergo growth and decline. Examples: Explain how birth and death rates, infant mortality, nutrition, and other factors increase or decrease human populations. Clarification: Use of mathematical calculations to determine growth rate is not required.
a. Analyze and interpret data on human population trends in developing and developed countries and in the global population as a whole. Example: Use fertility and mortality rates to predict population growth and average population age during different stages of the demographic transition model. Compare age structure diagrams of developing and developed countries to determine differences in population growth rates. Use total fertility rates to predict global population growth rate.
b. Construct explanations of the types of environmental impacts produced by human populations in each stage of the demographic transition model. Example: Current American quality of life standards from post-industrial development (driving a car, heating and cooling a house) can have a negative impact on the environment. As quality of life, educational opportunities, and gross national product increase, individual resource consumption increases. Transitioning populations may generate increased local solid waste pollution.
a. Analyze and interpret data on human population trends in developing and developed countries and in the global population as a whole. Example: Use fertility and mortality rates to predict population growth and average population age during different stages of the demographic transition model. Compare age structure diagrams of developing and developed countries to determine differences in population growth rates. Use total fertility rates to predict global population growth rate.
b. Construct explanations of the types of environmental impacts produced by human populations in each stage of the demographic transition model. Example: Current American quality of life standards from post-industrial development (driving a car, heating and cooling a house) can have a negative impact on the environment. As quality of life, educational opportunities, and gross national product increase, individual resource consumption increases. Transitioning populations may generate increased local solid waste pollution.
Obtain, evaluate, and communicate information to describe the effects of human population growth on global ecosystems.
a. Evaluate and communicate information describing the impact of measures used to increase the food supply for the growing human population, including the use of GMOs, monocultures, integrated pest management (IPM), and precision agriculture.
b. Evaluate and communicate information describing the effects of urbanization on the environment.
Examples: Creating impervious surfaces such as roads, parking lots, and sidewalks increases flash flooding in low-lying urban areas. Urban sprawl leads to increased use of fossil-fuel-powered transportation and higher levels of local
air pollution. An increase in pavement and rooftops and a decrease in green space leads to heat islands.
a. Evaluate and communicate information describing the impact of measures used to increase the food supply for the growing human population, including the use of GMOs, monocultures, integrated pest management (IPM), and precision agriculture.
b. Evaluate and communicate information describing the effects of urbanization on the environment.
Examples: Creating impervious surfaces such as roads, parking lots, and sidewalks increases flash flooding in low-lying urban areas. Urban sprawl leads to increased use of fossil-fuel-powered transportation and higher levels of local
air pollution. An increase in pavement and rooftops and a decrease in green space leads to heat islands.
Design and defend a sustainability plan to reduce an individual’s ecological footprint, taking into account how market forces and societal demands influence personal choices.
Human Anatomy and Physiology
2023 ACOS Human Anatomy and Physiology Standards
Human Anatomy and Physiology addresses the structure and function of human body systems from the cellular level to the organism level in an approach that complements the natural curiosity of high school students. The standards are designed to help students apply their conceptual understanding of the human body to make well-informed, evidence-based decisions by obtaining and critically evaluating new and changing information from the scientific research community.
Human Anatomy and Physiology incorporates safe laboratory investigations allowing students actively to explore the structure and functions of the human body. Students are encouraged to apply evidence-based reasoning to investigate how organs and systems interact to maintain homeostasis. Hands-on experiences in the lab spark curiosity and build interest in learning how the human body works. Laboratory experiences are especially valuable for students interested in health-related science, technology, engineering, and mathematics (STEM) careers.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon. Through participation in the engineering design process, students will use tools and materials to model a body system.
Although disorders of the human body are not included in the standards, the exploration of disorders can be an extension of learning anatomy and physiology.
Students should use correct scientific and anatomical terminology including directional terms, regions, planes, and cavities when organs and systems are discussed.
Human Anatomy and Physiology addresses the structure and function of human body systems from the cellular level to the organism level in an approach that complements the natural curiosity of high school students. The standards are designed to help students apply their conceptual understanding of the human body to make well-informed, evidence-based decisions by obtaining and critically evaluating new and changing information from the scientific research community.
Human Anatomy and Physiology incorporates safe laboratory investigations allowing students actively to explore the structure and functions of the human body. Students are encouraged to apply evidence-based reasoning to investigate how organs and systems interact to maintain homeostasis. Hands-on experiences in the lab spark curiosity and build interest in learning how the human body works. Laboratory experiences are especially valuable for students interested in health-related science, technology, engineering, and mathematics (STEM) careers.
Embedded in the content standards are the disciplinary core ideas of the Engineering, Technology, and Applications of Science (ETS) domain, which require students to use design strategies in conjunction with knowledge and understanding of science and technology to solve practical problems. Engineering standards are denoted with a gear icon. Through participation in the engineering design process, students will use tools and materials to model a body system.
Although disorders of the human body are not included in the standards, the exploration of disorders can be an extension of learning anatomy and physiology.
Students should use correct scientific and anatomical terminology including directional terms, regions, planes, and cavities when organs and systems are discussed.
Obtain, evaluate, and communicate information to explain how differences in cellular structure(mitochondria, cytoskeletal structure, endoplasmic reticulum, cell membrane) lead to differences in the function and organization of the four tissue types (epithelial, connective, muscular, and nervous).
Obtain, evaluate, and communicate information to describe how the structures of the integumentary system and its accessory organs contribute to its function. Examples: how the layers of the skin contribute to homeostasis, the role of glands in thermoregulation and in hydration of skin and mucous membranes, the protective functions of hair and nails
a. Construct an explanation of the relationships between the integumentary system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how changes in vessel diameter and evaporation of water over the skin contribute to thermoregulation (cardiovascular). Explain how sweat is used to excrete nitrogenous waste from the blood (cardiovascular). Explain how the skin and mucous membranes create a barrier against infection (immune system).
a. Construct an explanation of the relationships between the integumentary system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how changes in vessel diameter and evaporation of water over the skin contribute to thermoregulation (cardiovascular). Explain how sweat is used to excrete nitrogenous waste from the blood (cardiovascular). Explain how the skin and mucous membranes create a barrier against infection (immune system).
Develop and use a model to illustrate how the structures of the skeletal system contribute to its function. Examples: Create a diagram or 3D model to illustrate bone shape, joint types, and bones in the appendicular and axial skeletons. Use models to illustrate the role of the skeletal system in movements around joints, support of a body structure, and of soft tissues.
a. Obtain, evaluate, and communicate information describing the growth and development of the skeletal system.
b. Construct an explanation of the relationships between the skeletal system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain the role of spongy bone in hematopoiesis (cardiovascular system) and leukopoiesis (immune system). Explain how the storage of minerals in bone contributes to homeostasis.
a. Obtain, evaluate, and communicate information describing the growth and development of the skeletal system.
b. Construct an explanation of the relationships between the skeletal system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain the role of spongy bone in hematopoiesis (cardiovascular system) and leukopoiesis (immune system). Explain how the storage of minerals in bone contributes to homeostasis.
Develop and build a three-dimensional model to illustrate the structures of the muscular system, including muscle locations, origins, and insertions, and explain their roles in movement and support. Example: Design and build a model bones and muscles and explain their roles in body movement and support.
a. Model the cellular physiology of skeletal muscle, including how the cell functions in muscle contraction and relaxation. Example: Use straws and paper to create a model of a sarcomere to illustrate how the fibers move during contraction and relaxation.
b. Obtain, evaluate, and communicate information to explain muscle fatigue and tone in terms of muscle cell physiology.
a. Model the cellular physiology of skeletal muscle, including how the cell functions in muscle contraction and relaxation. Example: Use straws and paper to create a model of a sarcomere to illustrate how the fibers move during contraction and relaxation.
b. Obtain, evaluate, and communicate information to explain muscle fatigue and tone in terms of muscle cell physiology.
Obtain, evaluate, and communicate information explaining the relationship between the structures and functions of the central nervous system and the peripheral nervous system.
a. Use a model to illustrate the role of action potentials in neural transmission. Clarification: Discussions of sodium-potassium pumps and ion channels are not required.
b. Construct an explanation of the role of reflex arcs, the central nervous system, and special senses in the response to stimuli to maintain homeostasis and guide behavior. Example: smelling a strong odor initiating a sneeze response using a reflex arc; pupil diameter changing in relation to the amount of light entering the eye Clarification: Discussion of the anatomy and physiology of the sensory organs is not required.
c. Construct an explanation of the role of neurotransmitters in the functions and behavior of the nervous system.
Clarification: Discussion of classes of neurotransmitters is not required.
d. Obtain, evaluate, and summarize scientific findings regarding the biological origin of emotions and memories in distinct regions of the brain. Examples: the role of the frontal lobe in emotional regulation, the regulation of fear response by the amygdala
a. Use a model to illustrate the role of action potentials in neural transmission. Clarification: Discussions of sodium-potassium pumps and ion channels are not required.
b. Construct an explanation of the role of reflex arcs, the central nervous system, and special senses in the response to stimuli to maintain homeostasis and guide behavior. Example: smelling a strong odor initiating a sneeze response using a reflex arc; pupil diameter changing in relation to the amount of light entering the eye Clarification: Discussion of the anatomy and physiology of the sensory organs is not required.
c. Construct an explanation of the role of neurotransmitters in the functions and behavior of the nervous system.
Clarification: Discussion of classes of neurotransmitters is not required.
d. Obtain, evaluate, and summarize scientific findings regarding the biological origin of emotions and memories in distinct regions of the brain. Examples: the role of the frontal lobe in emotional regulation, the regulation of fear response by the amygdala
Construct an explanation of how the interdependence of the nervous and endocrine systems maintains homeostasis.
a. Obtain, evaluate, and communicate information explaining how hormones secreted by endocrine glands help the body maintain homeostasis through negative and positive feedback loops. Examples: the role of insulin and glucagon in maintaining glucose levels, the role of parathyroid hormone and calcitonin in maintaining calcium levels
b. Obtain, evaluate, and communicate information describing the role of endocrine axes involving the thyroid and gonads in controlling growth, development, metabolism, and reproduction.
a. Obtain, evaluate, and communicate information explaining how hormones secreted by endocrine glands help the body maintain homeostasis through negative and positive feedback loops. Examples: the role of insulin and glucagon in maintaining glucose levels, the role of parathyroid hormone and calcitonin in maintaining calcium levels
b. Obtain, evaluate, and communicate information describing the role of endocrine axes involving the thyroid and gonads in controlling growth, development, metabolism, and reproduction.
Obtain, evaluate, and communicate information describing the structure of lymph nodes and primary cells of the immune system (neutrophils, lymphocytes, monocytes, macrophages, eosinophils, and basophils) and explaining their role in inflammation and the body’s defense.
a. Obtain, evaluate, and communicate information explaining how vaccines work to stimulate immunity in the human body.
b. Construct an explanation of how the lymphatic system interacts with the immune and circulatory systems.
a. Obtain, evaluate, and communicate information explaining how vaccines work to stimulate immunity in the human body.
b. Construct an explanation of how the lymphatic system interacts with the immune and circulatory systems.
Obtain, evaluate, and communicate information explaining how the structures of the cardiovascular system are related to its functions.
a. Create a model to show how a pressure gradient moves blood through the circulatory system. Example: Apply to water in a closed system to generate circulation.
b. Carry out an investigation exploring the link between blood pressure and heart rate and include the role of baroreceptors and chemoreceptors in the explanation of results.
c. Construct an explanation of the cardiovascular system’s relationships with other organ systems, including the body’s Examples: Explain how the nervous system exerts control over cardiovascular function. Explain the role of respiratory gases in cardiovascular function. Explain the filtration of blood to form urine.
a. Create a model to show how a pressure gradient moves blood through the circulatory system. Example: Apply to water in a closed system to generate circulation.
b. Carry out an investigation exploring the link between blood pressure and heart rate and include the role of baroreceptors and chemoreceptors in the explanation of results.
c. Construct an explanation of the cardiovascular system’s relationships with other organ systems, including the body’s Examples: Explain how the nervous system exerts control over cardiovascular function. Explain the role of respiratory gases in cardiovascular function. Explain the filtration of blood to form urine.
Obtain, evaluate, and communicate information to explain the relationship between the structures and functions of the respiratory system.
a. Construct an explanation of how the circulatory system works with respiration to transport respiratory gases.
b. Use a model to illustrate how pressure gradients move air into and out of the lungs. Example: Use balloons in a closed system to illustrate the role of negative and positive pressures in airflow in the lungs.
c. Construct an explanation of the respiratory system’s relationships with other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how the musculo-skeletal system works to move air. Explain that the waste product of cellular digestion (CO2) is removed by the lungs and controls respiratory rate. Explain the role of the cardiovascular system in the movement of respiratory gases.
a. Construct an explanation of how the circulatory system works with respiration to transport respiratory gases.
b. Use a model to illustrate how pressure gradients move air into and out of the lungs. Example: Use balloons in a closed system to illustrate the role of negative and positive pressures in airflow in the lungs.
c. Construct an explanation of the respiratory system’s relationships with other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how the musculo-skeletal system works to move air. Explain that the waste product of cellular digestion (CO2) is removed by the lungs and controls respiratory rate. Explain the role of the cardiovascular system in the movement of respiratory gases.
Obtain, evaluate, and communicate information explaining the relationship between the structures and functions of the digestive system, including absorption and chemical and mechanical digestion.
a. Construct an explanation of the roles of accessory organs (salivary glands, pancreas, and liver) in digestion.
b. Construct an explanation of the relationships between the digestive system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how the products of chemical digestion are used in other systems. Explain how waste products from the digestive system are removed by the respiratory and excretory systems. Explain the importance of the immune system in maintaining digestive system health.
a. Construct an explanation of the roles of accessory organs (salivary glands, pancreas, and liver) in digestion.
b. Construct an explanation of the relationships between the digestive system and other organ systems, including the body’s mechanisms for maintaining homeostasis. Examples: Explain how the products of chemical digestion are used in other systems. Explain how waste products from the digestive system are removed by the respiratory and excretory systems. Explain the importance of the immune system in maintaining digestive system health.
Use a model to illustrate the microanatomy of excretory structures and describe their functions. Clarification: Discussion of microanatomy of the nephron and the steps of urine formation not required.
a. Construct an explanation of how the excretory system maintains homeostasis, including blood pressure and pH. Example: Explain that urine formation decreases blood volume and can decrease blood pressure.
a. Construct an explanation of how the excretory system maintains homeostasis, including blood pressure and pH. Example: Explain that urine formation decreases blood volume and can decrease blood pressure.
Use models to compare and contrast the internal and external structures of the female and male reproductive systems and their production of gametes. Clarification: Meiosis, fertilization, and embryonic development do not need to be included in this discussion.
a. Construct an explanation of how the endocrine system influences the growth, development, and functions of the reproductive systems in males and females, including the mechanisms of hormonal birth control.
a. Construct an explanation of how the endocrine system influences the growth, development, and functions of the reproductive systems in males and females, including the mechanisms of hormonal birth control.