Educational Standards

Below is a list of the educational curriculum standards addressed by each Teaching Team and Leon Lowenstein Teaching Kit to help you integrate YSP services into your classroom.

Teaching Teams:

Anatomy
  • Compare and contrast different cells (3.1.C)
  • Cell membrane absorption (3.2.A)
  • Energy production through digestion, enzymatic reactions in digestion(3.2.C)
  • Recognizing function of protein in body, enzyme action (3.2.E)
  • semipermeable membrane transportation (3.2.F)
  • Life processes can be interrupted by disease, as in cancer (3.2.G)
  • Design and run an experiment (7.1.A)
  • Gather evidence through experimentation (7.1.B)
  • Analyze data to find patterns (7.1.C)
  • Technology improves scientific knowledge (8.1.B)
Chemistry
  • Compare and contrast metal properties, pH classification of acids and bases (1.1.A)
  • Compare acidic, basic, or neutral substances (1.1.B)
  • Predict the effect of temperature or pressure on the properties of matter (1.1.D)
  • Predict reactions based on periodic table placement and properties (1.1.F)
  • Classify physical and chemical changes (1.1.G)
  • Predict the products of an acid/base (neutralization), oxidation (rusting), and combustion (burning) reaction (1.1.H)
  • Enzymatic reactions allow for the breakdown of molecules, interpret data to show effect of enzymes, macromolecule structures (3.2.D)
  • Recognize the function of a protein (enzyme) in the body, and what can affect those reactions (3.2.E)
  • Make qualitative and quantitative observations by conducting experiments (7.1.B)
Ecology
  • Explain a species role in the ecosystem and how they each fill a specific niche (4.1.A)
  • Predict how populations within an ecosystem may change in number and/or structure in response to hypothesized changes in biotic and/or abiotic factors (4.1.B)
  • Predict and explain how natural or human caused changes (biological, chemical and/or physical) in one ecosystem may affect other ecosystems due to natural mechanisms (4.1.C)
  • Predict the impact a human or natural resources caused environmental event may have on the diversity of different species in an ecosystem (4.1.D)
  • Model the flow of energy in a food chain, predict what will happen in the food chain if a species is removed (4.2.A)
  • Formulate hypotheses and test them (7.1.A)
  • Gather quantitative and qualitative evidence from an experiment, measure using approprite tools (7.1.B)
  • Compare outcome of experiment with outcome of prediction (7.1.C)
Evolution
  • Explain how similarities used to group taxa might reflect evolutionary relationships (3.1.E)
  • Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures) (4.3.A)
  • Identify adaptations that came about through variations favored by natural selection that allowed for the population to survive (4.3.C)
Forensics
  • Use properties to classify compounds (1.1.A)
  • Describe the chemical and structural properties of DNA (3.3.B)
  • Formulate hypothesis and experimental design (7.1.A)
  • Gather quantitative and qualitative evidence (7.1.B)
  • Use evidence to determine relationships and patterns (7.1.C)
Genetics and Genomics
  • Explain how the DNA code determines the sequence of amino acids necessary for protein synthesis (3.1.E)
  • Describe the chemical and structural properties of DNA, recognize that degree of relatedness can be determined by comparing DNA sequences, recognize that DNA codes for proteins, which are expressed as the heritable characteristics of an organism (3.3.B)
  • Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism’s sex cells (3.3.D)
  • Explain how genotypes (heterozygous and homozygous) contribute to phenotypic variation within a species (3.3.E)
Microbiology
  • Recognize all organisms are composed of cells, the fundamental units of structure and function, describe the cell parts (3.1.C)
  • Compare and contrast different cell parts (3.2.A)
  • Use appropriate tools to make measurements (7.1.B)
Neuroscience
  • Recognize all organisms are composed of cells, the fundamental units of structure and function (3.1.B)
  • Plants and animals have different structures that serve similar functions necessary for the survival of the organism (3.1.D)

Leon Lowenstein Teaching Kits:

DNA Extraction
  • Describe the structure of cell parts and their function (3.1.C)
  • Describe the chemical and structural properties of DNA, recognize that degree of relatedness can be determined by comparing DNA sequences, recognize that DNA codes for proteins, which are expressed as the heritable characteristics of an organism (3.3.B)
Surface Tension
  • Predict the effects of solvent and solute polarity on solubility; and predict the effects of temperature, surface area, particle size, and agitation on rates of solubility (1.2.B)
  • Recognize the importance of water as a solvent (5.1.B)