Common Planner
K–12 Standards

Life Science

Other Virginia Science sets

The student will demonstrate an understanding of scientific and engineering practices byLS.1

  • a

    asking questions and defining problemsLS.1.a

    1. i

      ask questions and develop hypotheses to determine relationships between independent and dependent variablesLS.1.a.i

    2. ii

      offer simple solutions to design problemsLS.1.a.ii

  • b

    planning and carrying out investigationsLS.1.b

    1. i

      independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipmentLS.1.b.i

    2. ii

      evaluate the accuracy of various methods for collecting dataLS.1.b.ii

    3. iii

      take metric measurements using appropriate tools and technologies including the use of microscopesLS.1.b.iii

  • c

    interpreting, analyzing, and evaluating dataLS.1.c

    1. i

      identify, interpret, and evaluate patterns in dataLS.1.c.i

    2. ii

      construct, analyze, and interpret graphical displays of dataLS.1.c.ii

    3. iii

      compare and contrast data collected by different groups and discuss similarities and differences in their findingsLS.1.c.iii

    4. iv

      consider limitations of data analysis and/or seek to improve precision and accuracy of dataLS.1.c.iv

    5. v

      use data to evaluate and refine design solutionsLS.1.c.v

  • d

    constructing and critiquing conclusions and explanationsLS.1.d

    1. i

      construct explanations that include qualitative or quantitative relationships between variablesLS.1.d.i

    2. ii

      construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations)LS.1.d.ii

    3. iii

      differentiate between a scientific hypothesis and theoryLS.1.d.iii

  • e

    developing and using modelsLS.1.e

    1. i

      construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable phenomena, life processes, or mechanismsLS.1.e.i

    2. ii

      evaluate limitations of modelsLS.1.e.ii

  • f

    obtaining, evaluating, and communicating informationLS.1.f

    1. i

      read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical informationLS.1.f.i

    2. ii

      gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publicationLS.1.f.ii

    3. iii

      construct, use, and/or present an argument supported by empirical evidence and scientific reasoningLS.1.f.iii

The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas includeLS.2

  • a

    the development of the cell theory demonstrates the nature of science;LS.2.a

  • b

    cell structure and organelles support life processes;LS.2.b

  • c

    similarities and differences between plant and animal cells determine how they support life processes;LS.2.c

  • d

    cell division is the mechanism for growth and reproduction; andLS.2.d

  • e

    cellular transport (osmosis and diffusion) is important for life processes.LS.2.e

The student will investigate and understand that there are levels of structural organization in living things. Key ideas includeLS.3

  • a

    patterns of cellular organization support life processes;LS.3.a

  • b

    unicellular and multicellular organisms have comparative structures; andLS.3.b

  • c

    similar characteristics determine the classification of organisms.LS.3.c

The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas includeLS.4

  • a

    photosynthesis is the foundation of virtually all food webs; andLS.4.a

  • b

    photosynthesis and cellular respiration support life processes.LS.4.b

The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas includeLS.5

  • a

    matter moves through ecosystems via the carbon, water, and nitrogen cycles;LS.5.a

  • b

    energy flow is represented by food webs and energy pyramids; andLS.5.b

  • c

    relationships exist among producers, consumers, and decomposers.LS.5.c

The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas includeLS.6

  • a

    relationships exist between predators and prey and these relationships are modeled in food webs;LS.6.a

  • b

    the availability and use of resources may lead to competition and cooperation;LS.6.b

  • c

    symbiotic relationships support the survival of different species; andLS.6.c

  • d

    the niche of each organism supports survival.LS.6.d

The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key ideas includeLS.7

  • a

    biotic and abiotic factors define land, marine, and freshwater ecosystems; andLS.7.a

  • b

    physical and behavioral characteristics enable organisms to survive within a specific ecosystemLS.7.b

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas includeLS.8

  • a

    organisms respond to daily, seasonal, and long-term changes;LS.8.a

  • b

    changes in the environment may increase or decrease population size; andLS.8.b

  • c

    large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.LS.8.c

The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas includeLS.9

  • a

    changes in habitat can disturb populations;LS.9.a

  • b

    disruptions in ecosystems can change species competition; andLS.9.b

  • c

    variations in biotic and abiotic factors can change ecosystems.LS.9.c

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas includeLS.10

  • a

    DNA has a role in making proteins that determine organism traits;LS.10.a

  • b

    the role of meiosis is to transfer traits to the next generation; andLS.10.b

  • c

    Punnett squares are mathematical models used to predict the probability of traits in offspring.LS.10.c

The student will investigate and understand that populations of organisms can change over time. Key ideas includeLS.11

  • a

    mutation, adaptation, natural selection, and extinction change populations;LS.11.a

  • b

    the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; andLS.11.b

  • c

    environmental factors and genetic variation, influence survivability and diversity of organisms.LS.11.c

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Virginia Board of Education

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Keep exploring Science standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.