Science Course: Biology
ISS/CCSS
Ist Semester
Text Analysis and
Writing Preassessment
Scientific Method
9-10.B.1.1.1
Explain the
scientific meaning
of system, order,
and organization.
9-10.B.1.1.2 Apply
the concepts of
order and
organization to a
given system.
(648.01a)
9-10.B.1.2.3
Develop scientific
explanations based
on knowledge,
logic and analysis.
(648.02c)
9-10.B.1.3.1
Measure changes
that can occur in
and among
systems. (648.03b)
9-10.B.1.3.2
Analyze changes
that can occur in
and among
systems. (648.03b)
9-10.B.1.3.3
Measure and
calculate using the
metric system.
(648.03c)
9-10.B.1.6.1
Identify questions
and concepts that
guide scientific
investigations.
(649.01a)
Essential
Questions
Essential
Vocabulary
What are the
steps of the
scientific
method?
scientific
method
observation
hypothesis
prediction
controlled
experiment
control group
dependent
variable
independent
variable
data
analyze
conclusion
theory
law
What is the
scientific
method used
for?
How can the
scientific
method be
used to
design your
own
experiment?
What is the
importance
of each step
of the
scientific
method?
investigative
design
inferring
quantitative
qualitative
What is the
difference
between a
hypothesis,
theory, and a
law?
Metric Units
(SI)
Volume
Length
Mass
When is the
metric
system
used?
What are the
methods of
conversion
from English
to Standard?
What are the
appropriate
metric units
used to
measure
volume,
distance and
size?
Learning
Targets
Students will
describe the
steps of the
scientific
method used
in their
experiment.
Learning Resources
Curriculum
Based
Assessment
Department selected article for
pre-assessment.
Pre-assessment
rubric.
McDougall Littell Biology –
Manipulating Independent
Variables Lab (Chapter 1)
Student
demonstrates
he/she can follow
scientific method.
Related POGIL activities
Given a
problem
students will
form a
hypothesis
then design
and carry out
a scientific
experiment to
test their
hypothesis.
Students will
create
hypotheses
that are
testable.
Biology Corner scientific method
materials
The Science Spot metric system
materials.
Gale Library for current issues to
investigate, research, or lab
ideas.
Science News articles
Biointeractive website videos and
activity resources
Spongelab website for interactive
activities
Students will
document lab
results and
report their
findings to the
class.
Students will
convert
between units
within the
metric system
using
dimensional
analysis.
Students will
write their
own question
which can be
investigated
scientifically.
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all
biology topics
Independent lab
design and
accurate lab report
written in proper
format.
Student reports
lab measurements
using metric
system.
Written
summaries of test
materials.
Microscope usage
Unit test
Science Course: Biology
9-10.B.1.6.2 Utilize
the components of
scientific problem
solving to design,
conduct, and
communicate
results of
investigations.
(649.01b)
9-10.B.1.6.3 Use
appropriate
technology and
mathematics to
make
investigations.
(649.01c)
9-10.B.1.6.4
Formulate
scientific
explanations and
models using logic
and evidence.
(649.01d)
9-10.B.1.6.7
Explain the
differences among
observations,
hypotheses, and
theories. (649.01g)
9-10.B.1.8.1
Analyze technical
writing, graphs,
charts, and
diagrams.
(658.02a)
9-10.B.5.2.1
Explain how
science
advances
technology.
(655.01a)
9-10.B.5.2.2
Explain how
technology
advances science.
(655.01a)
9-10.B.5.2.3
Explain how
Students will
utilize
technology by
creating their
own graphs.
Summarize
the
differences
between
observations,
hypotheses,
law, and
theories.
Summarize
information
from technical
writing,
graphs,
charts, and
diagrams.
Students will
investigate
how scientific
findings
advance
technology.
Students will
investigate
how
technology
advances
science.
Students will
explain the
different roles
of technology
and science.
How is a
microscope
used?
What are the
parts of a
microscope?
What is the
difference
between fine
and coarse
adjustment?
How do you
calculate total
Science Course: Biology
science and
technology are
pursued for
different purposes.
(656.01b)
RST.9/10.1 Cite
specific textual
evidence to
support analysis of
science and
technical texts,
attending to the
precise details of
explanations or
descriptions.
RST.9/10.2
Determine the
central ideas or
conclusions of a
text; trace the
text’s explanation
or depiction of a
complex process,
phenomenon, or
concept; provide
an accurate
summary of the
text.
RST.9/10.4
Determine the
meaning of
symbols, key
terms, and other
domain-specific
words and phrases
as they are used in
a specific scientific
or technical
context relevant to
grades 9–10 texts
and topics.
RST.9/10.5 Analyze
the structure of the
relationships
among concepts in
a text, including
relationships
among key terms
(e.g., force, friction,
reaction force,
energy).
magnification
?
Read
departmentassigned text
material and
write a
summary
paragraph.
Science Course: Biology
RST.9/10.8 Assess
the extent to which
the reasoning and
evidence in a text
support the
author’s claim or a
recommendation
for solving a
scientific or
technical problem.
RST.9/10.10 By the
end of grade 10,
read and
comprehend
science/technical
texts in the grades
9–10 text
complexity band
independently and
proficiently.
WHST.9/10.2
Write
informative/explan
atory texts,
including the
narration of
historical events,
scientific
procedures/
experiments, or
technical
processes.
WHST.9/10.4
Produce clear and
coherent writing in
which the
development,
organization, and
style are
appropriate to the
task, purpose, and
audience.
WHST.9/10.5
Develop and
strengthen writing
as needed by
planning, revising,
editing, rewriting,
or trying a new
approach, focusing
Science Course: Biology
on addressing what
is most significant
for a specific
purpose and
audience.
WHST.9/10.6 Use
technology,
including the
Internet, to
produce, publish,
and update
individual or
shared writing
products, taking
advantage of
technology’s
capacity to link to
other information
and to display
information flexibly
and dynamically.
WHST.9/10.7
Conduct short as
well as more
sustained research
projects to answer
a question
(including a selfgenerated
question) or solve a
problem; narrow or
broaden the
inquiry when
appropriate;
synthesize multiple
sources on the
subject,
demonstrating
understanding of
the subject under
investigation.
WHST.9/10.8
Gather relevant
information from
multiple
authoritative print
and digital sources,
using advanced
searches
effectively; assess
the usefulness of
each source in
Science Course: Biology
answering the
research question;
integrate
information into
the text selectively
to maintain the
flow of ideas,
avoiding plagiarism
and following a
standard format
for citation.
WHST.9/10.10
Write routinely
over extended time
frames (time for
reflection and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes,
and audiences.
Chemistry of Life
9-10.B.3.2.4
Describe cellular
respiration and the
synthesis of
macromolecules.
(653.01d)
RST.9/10.5 Analyze
the structure of the
relationships
among concepts in
a text, including
relationships
among key terms
(e.g., force, friction,
reaction force,
energy).
WHST.9/10.10
Write routinely
over extended time
frames (time for
reflection and
revision) and
shorter time
frames (a single
sitting or a day or
What are the
similarities
and
differences
between the
four
macromolec
ules?
How do
enzymes
affect
chemical
reactions?
How do
exothermic
and
endothermic
reactions
differ?
Monomer
Polymer
Carbohydrate
Lipid
Protein
Amino acid
Nucleic acid
Equilibrium
Activation
energy
Exothermic
Endothermic
Enzyme
Catalyst
Substrate
Classify the
different
types of
macromolecul
es.
McDougall Littell Biology –
Testing pH Lab, Enzymatic Lab
(Chapter 2)
Related POGIL activities
POGIL activity
mastery
Build a
macromolecule
Biology Corner scientific method
materials
Lab performance
and reports
Enzyme Lab
Unit test
Explain how
organisms use
chemical
energy.
Gale Library for current issues to
investigate, research, or lab
ideas.
Science News articles
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all
biology topics
Macromolecule
construction
Science Course: Biology
two) for a range of
discipline-specific
tasks, purposes,
and audiences,
including
relationships
among key terms
(e.g., force, friction,
reaction force,
energy).
Science Course: Biology
Cell Structure
and Function
9-10.B.3.3.1
Identify the
particular
structures that
underlie the
cellular
functions.
(651.01a)
9-10.B.3.3.2
Explain cell
functions
involving
chemical
reactions.
(651.01b)
9-10.B.3.2.3
Show how the
energy for life
is primarily
derived from
the sun
through
photosynthesis
. (653.01c)
9-10.B.3.2.4
Describe
cellular
respiration and
the synthesis
of
macromolecul
es. (653.01d)
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
the text’s
explanation or
depiction of a
complex
process,
phenomenon,
or concept;
provide an
accurate
summary of
the text.
What are the
differences
between
prokaryotic
and
eukaryotic
cells?
What are the
functions of
various parts
of the cell?
What are the
differences
between plant
and animal
cells?
What is the
cell theory?
What is the
difference
between a
multicellular
and a
unicellular
organism?
What is the
importance of
cellular
respiration?
What is the
importance of
photosynthesi
s?
What is the
difference
between
aerobic and
anaerobic
respiration?
Why are
(most) plants
green?
How are
photosynthesi
s and cellular
organelle
nucleus
DNA
mitochondria
Golgi apparatus
ribosomes
chloroplasts
cell wall
plasma
membrane
vacuole
lysosomes
endoplasmic
reticulum
cytoskeleton
cilia
flagella
cytoplasm
nucleolus
photosynthesis
cellular
respiration
glucose
ATP
active transport
osmosis
diffusion
passive
transport
facilitated
diffusion
hypotonic
hypertonic
isotonic
Eukaryote
Prokaryote
Cell theory
Cell membrane
Cytoplasm
Vesicles
Students will
identify and
describe the
function of
each cell
organelle and
cellular
structures.
McDougall Littell Biology – Diffusion
Across a Membrane Lab (Chapter
3); Rates of Photosynthesis Lab
(Chapter 4); Investigate
Fermentation in Foods (Chapter 5)
Students will
define
osmosis,
diffusion,
facilitated
diffusion,
active
transport,
and passive
transport.
Llab performance
and report.
Related POGIL activities
Biology Corner cell activities
Edible cell lab
or build your
own cell
Cell Model design
and presentation
following rubric
POGIL activity
mastery
Biointeractive for video and
interactive information on stem
cells
Lab performance
and reports
Cells Alive interactive organelle
identification.
Unit test
The Science Spot Edible Cells and
“Eggs-cellent Ideas for Osmosis and
Diffusion”
Gale Library for current issues to
investigate, research, or lab ideas.
Students will
explain how
solar energy
is converted
into chemical
energy by
plants.
Science News articles
Students will
explain how
chemical
energy from
plants is
converted to
cellular
energy in
both plants
and animals.
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all biology
topics
Biointeractive website videos and
activity resources
Spongelab website for interactive
activities
Osmosis and Diffusion Lab
Science Course: Biology
WHST.9/10.10
Write routinely
over extended
time frames
(time for
reflection and
revision) and
shorter time
frames (a
single sitting or
a day or two)
for a range of
disciplinespecific tasks,
purposes, and
audiences.
Fermentation Lab
respiration
and related?
Pigment Separation Lab
What is
fermentation
and how is it
currently
being used to
benefit our
society?
Sketches and diagrams depiction
various solutions where students’
predict the net flow of water movement
What is the
basic
structure of
the cell
membrane?
What is the
difference
between
active and
passive
transport?
What is the
fluid mosaic
model?
What is the
difference
between
diffusion and
osmosis?
What is the
difference
between a
hypertonic
and a
hypotonic
solution?
Cell Division
9-10.B.1.2.2
Develop
models to
explain
concepts or
systems.
9-10.B.3.3.1
Identify the
particular
structures that
underlie the
What is the
purpose of
mitosis?
What are the
phases of
mitosis in
order?
What is the
major event
that occurs
within each
cell cycle
interphase
prophase
metaphase
anaphase
telophase
cytokinesis
Gametes
Zygote
Diploid
Haploid
Autosomes
Chromatid
Students will
explain the
steps of
mitosis.
McDougall Littell Biology – Mitosis
in Onion Root Cells (Chapter 5),
Modeling Meiosis (Chapter 6)
Accuracy in
listing/describing
the stages of cell
division.
Related POGIL activities
Students will
explain the
steps of
meiosis.
Biology Corner cell activities
Mastery of
argument paper
following rubric
Biointeractive cancer cell video and
activities.
Presentations
The Science Spot Mitosis Flip Book
and others
POGIL activity
mastery
Science Course: Biology
cellular
function.
phase of
mitosis?
9-10.B.3.3.2
Explain cell
functions
involving
chemical
reactions.
Know that
genetic
information is
both encoded
in genes and
replicated.
How is the cell
cycle related
to cancer and
mutation?
9-10.B.3.3.3
Explain how
cells use DNA
to store and
use
information for
cell functions.
(651.01c)
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
the text’s
explanation or
depiction of a
complex
process,
phenomenon,
or concept;
provide an
accurate
summary of
the text.
WHST.9/10.10
Write routinely
over extended
time frames
(time for
reflection and
revision) and
shorter time
frames (a
single sitting or
a day or two)
for a range of
What is the
purpose of
meiosis?
What is the
major event
that occurs
within each
phase of
meiosis?
What are the
similarities
and
differences
between
meiosis and
mitosis?
What were
the
contributions
of Watson and
Crick?
What is the
basic
structure of a
DNA
molecule?
What is the
role/importan
ce of DNA?
Why do
organisms
replicate their
DNA?
What are the
components
of a
nucleotide?
What are
various types
of mutations
Chromatin
Centromere
Chromosomes
Cytokinesis
Interphase
Sister chromatids
Centromere
Spindle
Fertilization
Homologous
chromosomes
Crossing over
Tetrads
Monosomy
Trisomy
Nondisjunction
Gale Library for current issues to
investigate, research, or lab ideas.
Lab performance
and reports
Science News articles
Unit test
Learn Genetics
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all biology
topics
Diagrams/figures and presentations on
mitosis and meiosis
Pipe Cleaner Labs on mitosis and
meiosis
Microscope Lab (meiosis and mitosis
slides)
Computer Labs
Cancer Research and Presentations
Argument paper topics – Should people
be required to have cancer screenings?
Science Course: Biology
disciplinespecific tasks,
purposes, and
audiences.
DNA can
undergo?
2nd Semester
Genetics
9-10.B.3.3.3
Explain how
cells use DNA
to store and
use
information for
cell functions.
(651.01c)
What are the
important
contributions
made to
genetics made
by Mendel?
9-10.B.3.3.4
Explain how
selective
expression of
genes can
produce
specialized
cells from a
single cell.
(651.01e)
9-10.B.1.6.5
Analyze
alternative
explanations
and models.
(649.01e)
9-10.B.1.6.6
Communicate
and defend a
scientific
argument.
(649.01f)
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
the text’s
explanation or
depiction of a
complex
process,
phenomenon,
What is the
difference
between
genotype and
phenotype?
What is the
difference
between
heterozygous
and
homozygous?
What is the
difference
between
dominant and
recessive?
How are traits
passed from
parent to
offspring?
How can
probability be
used to
predict
possible
offspring?
Why is it
sometimes
impossible to
determine the
genotype of
an organism
that has a
dominant
phenotype?
genotype
phenotype
allele
dominant
recessive
trait
homozygous
heterozygous
gametes
chromosome
probability
Mendel
Heredity
Traits
Law of
Segregation
Law of
Dominance
Law of
Independent
assortment
Monohybrid
crosses
Genotype
Phenotype
Alleles
Dominant
Recessive
Homozygous
Heterozygous
Punnett squares
Mutation
Pedigree
Karyotype
Sex-linked traits
Human genome
Homologous
chromosomes
Crossing over
Students will
identify the
role of genes
in cell
specialization
in
multicellular
organisms.
Students will
explain the
difference
between
genotype and
phenotype.
Students will
compare and
contrast two
or more
possible
explanations
for a set of
data.
Students will
debate the
pros and cons
of a current
event that is
based on
scientific
data.
McDougall Littell Biology –
Probability Practice Lab (Chapter 6)
Punnett square
accuracy
Related POGIL activities
Debate
participation
The Science Spot genetics activities
Accuracy of
argument paper
following rubric
Biology Corner for genetics
activities
Biointeractive for genetics video
and interactive activities.
Learn Genetics
Spongelab website for interactive
activities
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all biology
topics
Argument paper topics –
Should parents be able to choose
their child’s genes?
Should human cloning be allowed?
POGIL activity
mastery
Lab performance
and reports
Unit test
Science Course: Biology
or concept;
provide an
accurate
summary of
the text.
WHST.9/10.10
Write routinely
over extended
time frames
(time for
reflection and
revision) and
shorter time
frames (a
single sitting or
a day or two)
for a range of
disciplinespecific tasks,
purposes, and
audiences.
DNA and
Protein
Synthesis
9-10.B.3.3.3
Explain how
cells use DNA
to store and
use
information for
cell functions.
(651.01c)
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
the text’s
explanation or
depiction of a
complex
process,
phenomenon,
or concept;
provide an
accurate
summary of
the text.
WHST.9/10.10
Write routinely
RNA
amino acids
transcription
translation
enzyme
DNA
replication
nucleotide
double helix
base pair
adenine
guanine
thymine
cytosine
deoxyribose
nucleic acid
phosphate
rRNA
mRNA
tRNA
ribosome
codon
anticodon
Watson and Crick
Nitrogenous base
Students will
construct a
DNA model.
Students will
identify the
structure and
role of DNA
and RNA
within a cell.
McDougall Littell Biology – DNA
Extraction Lab (pg 229)
DNA model
accuracy
The Science Spot DNA activities
Replication with
model accuracy
Biology Corner for DNA/RNA
activities
Biointeractive for DNA video and
interactive activities.
Learn Genetics for DNA to Protein
animation and GREAT interactive
protein synthesis activities
POGIL activity
mastery
Lab performance
and reports
Unit test
Spongelab website for interactive
activities
Mrs. Bone's Biology Class
LOTS of video, power points,
activities, worksheets on all biology
topics
DNA extraction lab
Science Course: Biology
over extended
time frames
(time for
reflection and
revision) and
shorter time
frames (a
single sitting or
a day or two)
for a range of
disciplinespecific tasks,
purposes, and
audiences.
Evolution
9-10.B.3.1.1
Use the theory
of evolution to
explain how
species change
over time.
(652.01a)
9-10.B.3.1.2
Explain how
evolution is the
consequence
of interactions
among the
potential of a
species to
increase its
numbers,
genetic
variability, a
finite supply of
resources, and
the selection
by the
environment
of those
offspring
better able to
survive and
reproduce.
(652.01a)
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
inheritance
patterns
variation
artificial
selection
Darwin
genetic fitness
genetic
variability
resources
selection
Discuss the
evidence that
convinced
Darwin that
species could
change over
time.
Students will
use evidence
such as the
fossil record,
genetic
inheritance,
patterns of
mutation to
explain how
organisms
evolve.
Students will
identify the
processes
that result in
changes in a
population.
Cite specific
examples of
natural
selection and
artificial
selection.
Show how
natural
selection can
McDougall Littell Biology –
Animated Biology at Classzone.com
Chapter 10 Adaptation online
activity
Radioactive Decay lab (pg 364)
Biology Corner for natural selection
activities
Biointeractive for natural and
evolution video and interactive
activities.
Learn Genetics
Variation, Selection, and Time
animation
Spongelab website for interactive
activities on natural selection
Mrs. Bones Biology Class
https://sites.google.com/site/mrsbon
esbiologysite/home/unit-5-cellreproduction LOTS of video, power
points, activities, worksheets on all
biology topics
Activity accuracy
and participation
Creation of logical
hypothesis and
defense
POGIL activity
mastery
Lab performance
and reports
Unit test
Science Course: Biology
the text’s
explanation or
depiction of a
complex
process,
phenomenon,
or concept;
provide an
accurate
summary of
the text.
change a
population.
When given a
specific case
of a change in
a population,
students will
write a
hypothesis to
define the
causes of the
change and
orally defend
their
hypothesis.
WHST.9/10.10
Write routinely
over extended
time frames
(time for
reflection and
revision) and
shorter time
frames (a
single sitting or
a day or two)
for a range of
disciplinespecific tasks,
purposes, and
audiences.
Ecology and
Classification
Earth’s major
biomes?
9-10.B.3.2.1
Explain how
matter tends
toward more
disorganized
states
(entropy).
(653.01a)
How does
succession
play a part in
ecosystems?
9-10.B.3.2.2
Explain how
organisms use
the continuous
input of energy
and matter to
maintain their
chemical and
physical
organization.
(653.01b)
Show how
matter cycles
What are
limiting
factors that
affect growth
rates?
What are
differences
between
intra- and
inter- specific
competition
between
organisms?
What is
symbiosis?
interactions
habitat
niche
ecosystem
carrying
capacity
limiting
factors
autotroph
heterotroph
population
community
biosphere
energy
pyramids
entropy
decompositio
n
Predict what
happens to a
population
when the
following
conditions
change:
Carrying
Capacity,
Limiting
Factors,
Genetic
Variability
and Fitness.
Students will
identify the
ultimate
source of
energy for a
system and
explain how
energy flows
through that
system.
McDougall Littell Biology – Abiotic
Factors and Plant Growth lab (pg
405)
Biology Corner for ecology activities
Food chain/food
web designs
POGIL activity
mastery
Biointeractive for natural and
evolution video and interactive
activities.
Lab performance
and reports
Learn Genetics
Great Salt Lake ecology activities
Biome diorama
Project/Presentation
Spongelab website for interactive
activities on ecosystems
Mrs. Bones Biology Class
https://sites.google.com/site/mrsb
onesbiologysite/home/unit-5-cellreproduction LOTS of video, power
points, activities, worksheets on all
biology topics
Biome Research
Unit test
Science Course: Biology
and energy
flows through
the different
levels of
organization of
living systems
(cells, organs,
organisms,
communities)
and their
environment.
(653.01h)
9-10.B.5.1.1
Analyze
environmental
issues such as
water and air
quality,
hazardous
waste, forest
health, and
agricultural
production.
(656.01a)
9-10.B.5.3.1
Describe the
difference
between
renewable and
nonrenewable
resources.
(656.03a)
RST.9/10.1
Cite specific
textual
evidence to
support
analysis of
science and
technical texts,
attending to
the precise
details of
explanations or
descriptions.
RST.9/10.2
Determine the
central ideas or
conclusions of
a text; trace
the text’s
explanation or
What are
examples of
different
symbiotic
relationships?
How do
climates affect
biotic and
abiotic
factors?
Does age
effect
population
growth?
Has the
human
population
reached its
carrying
capacity?
How do you
estimate the
size of various
populations?
What are
some threats
to biodiversity
in various
biomes?
Students will
design a food
web and
orally present
it to the class.
Students will
identify the
specific parts
of a food
web.
Students will
explain what
happens to a
system when
the energy
source is lost.
Students will
describe the
roles of
biogeochemic
al cycles in an
ecosystem.
Explain the
impact of
using
renewable
and
nonrenewabl
e resources.
Students will
identify the
impact of
humans on
the
environment.
Science Course: Biology
depiction of a
complex
process,
phenomenon,
or concept;
provide an
accurate
summary of
the text.
RST.9/10.4
Determine the
meaning of
symbols, key
terms, and
other domainspecific words
and phrases as
they are used
in a specific
scientific or
technical
context
relevant to
grades 9–10
texts and
topics.
RST.9/10.5
Analyze the
structure of
the
relationships
among
concepts in a
text, including
relationships
among key
terms (e.g.,
force, friction,
reaction force,
energy).
RST.9/10.8
Assess the
extent to
which the
reasoning and
evidence in a
text support
the author’s
claim or a
recommendati
on for solving a
scientific or
Science Course: Biology
technical
problem.
RST.9/10.9
Compare and
contrast
findings
presented in a
text to those
from other
sources
(including their
own
experiments),
noting when
the findings
support or
contradict
previous
explanations or
accounts.
WHST.9/10.4
Produce clear
and coherent
writing in
which the
development,
organization,
and style are
appropriate to
task, purpose,
and audience.
WHST.9/10.5
Develop and
strengthen
writing as
needed by
planning,
revising,
editing,
rewriting, or
trying a new
approach,
focusing on
addressing
what is most
significant for a
specific
purpose and
audience.
WHST.9/10.6
Use
Science Course: Biology
technology,
including the
Internet, to
produce,
publish, and
update
individual or
shared writing
products,
taking
advantage of
technology’s
capacity to link
to other
information
and to display
information
flexibly and
dynamically.