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Citius, Altius, Fortius

High School, Interdisciplinary

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Description of Unit

In this task, high school students will explore the science of extraordinary athletic performances. Students will choose one specific athletic endeavor or skill and investigate how the athlete’s natural abilities, gifts, and talents interact with the behavior of training. Although the task is flexible, it is designed to have connections to English language arts, biology, physics, integrated physics and chemistry, physical education, health science, geometry, and biotechnology. Students will research extraordinary athletic accomplishments, noting how professional athletes’ training and performances have changed over time. Students will then identify a specific athletic endeavor or skill that they would like to practice and improve upon. Applying what they have learned in their research, students will create and follow their own training and health regimen. They will track personal performance in their skill over an extended period and document their improvement. For the final product, students will demonstrate their athletic skill and provide evidence of change. Students will detail their training and health regimen, explain changes in their performance, and provide justification for why they have regressed or improved. Finally, students will show how they will modify their training regimen to become faster, higher, and stronger. 

Practice makes perfect—or does it? The sports world is increasingly driven by data and analytics. Athletes, trainers, coaches, general managers, and team owners are all constantly looking for ways to improve their recruiting, training, and practice policies to develop the best possible athletic performances. Students interested in careers in sports—whether as an athlete, coach, marketer, scout, announcer, entrepreneur, or journalist—will explore how sports connect across disciplines as they investigate building the better athlete. 

This guide links the Citius, Altius, Fortius unit to the Texas Essential Knowledge and Skills (TEKS) for high schoolers. Citius, Altius, Fortius is an interdisciplinary unit that has connections to English language arts, biology, physics, integrated physics and chemistry, foundations of personal fitness, adventure/outdoor education, aerobic activities, individual sports, team sports, health science, geometry, biotechnology, project-based research, lifetime nutrition and wellness, and sports marketing. The following document includes the applicable TEKS and the details of the Citius, Altius, Fortius unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

  1. Students will begin this unit with a discussion on whether athletes today are better than they were 20, 50, 100, or 2,000 years ago. Students will search for videos or written accounts of spectacular athletic performances throughout history. Each student should be prepared to share two short examples with the class—one classic and one contemporary. For example, a student interested in football might share a highlight reel from former Chicago Bears running back Gale Sayers’ amazing rookie season and an explosive performance from current Dallas Cowboys running back Ezekiel Elliot’s rookie season. A track athlete might share articles about 1908 champion Johnny Hayes’ marathon time of 2 hours and 55 minutes and Kenyan athlete Eliud Kipchoge’s recent time of 2 hours and 24 seconds. Many students will conclude that modern-day athletes are better; they should be reminded to keep an open mind and look for details, trends, changes, and patterns over time and across sports that could account for improved performances. 
  2. Students will challenge their beliefs about athletic performance by exploring the world of sports science through the work of sports journalist David Epstein. Students may want to follow Epstein on Twitter and read his book, The Sports Gene: Inside the Science of Extraordinary Athletic Performance, to learn more about his theories. Students will watch Epstein’s TED Talk, "Are athletes really getting faster, better, stronger?". They should follow along and annotate the interactive transcript of Epstein’s talk, noting, explaining, and analyzing the way he uses rhetorical techniques to explain his perspective on the presentation’s central question: “What is behind the march of athletic progress?” Ask students to research and provide facts that refute or support Epstein’s claims.
  3. Students will explore social science journalist Malcolm Gladwell’s theory that people can become more successful in a variety of fields (including athletics) through hard work. Gladwell’s 2008 book, Outliers, explains his ideas fully. One of the more controversial ideas put forth is the “10,000 Hour Rule.” There are many short interviews with Gladwell available online in which he explains the concept concisely.
  4. Students will create a survey to present to athletes in their school, in their recreational sports leagues, or on their select/travel teams. The survey will ask the athletes to answer questions regarding their own work ethic and practice habits. Students will form small groups and develop survey questions that will help them investigate whether Epstein or Gladwell has a more effective approach to improving athletic performance. They may benefit from online resources that will help them understand how to develop a survey and design effective questionnaires. The students will work in groups to create and administer the survey. Groups will then analyze their results and look for trends and patterns in the data that support their big ideas and hypotheses.
  5. Over the course of several class periods, students will watch 10-minute segments from the 2014 MIT Sloan Sports Analytics Conference. During this panel discussion, David Epstein and Malcolm Gladwell articulate their views and debate the topic of nature-versus-nurture in elite-level athletes. In their journals, students should keep track of the major points and arguments each panelist makes. They should also take note of any topic-specific vocabulary or concepts with which they are unfamiliar. Students will research these terms and ideas and share the newly learned concepts and vocabulary with the class. For example, a student might discover that many believe that left-handed athletes have an advantage in sports because of “Negative Frequency Dependent Advantage”. Students will research the concept and strengthen their learning by explaining it to their peers. As a class (or in small groups), students will to defend or refute Epstein and Gladwell’s arguments. If time allows, have students with opposing views face off in a format similar to the one they have viewed. 
  6. Students will choose athletic performances or skills on which they want to improve. The performances or skills should relate to sports or specific sporting events that the students are passionate about. Students will research their athletic skills of interest in an attempt to determine how they can improve their personal performances. A good place to start is by looking at ESPN’s Sport Science Video Archive. These resources provide examples of elite athletes who have practiced and perfected specific skills. Students interested in football might be interested in examining the science behind Kansas City Chiefs quarterback Patrick Mahomes’ mobility. Track athletes might focus on a skill related to a specific track event (e.g., high jump, 100-meter dash, hurdles). An athlete who is twice exceptional might be interested in breaking down the skills required to be successful in wheelchair basketball. Students will narrow down their interests, conduct research on the skills of interest, and share what they have learned with other students.
  7. Allow time for the student athletes to go to the gym, track, court, or field to practice and try out the skills they want to improve. Students should look for opportunities (wherever possible) to work with coaches, mentor athletes, and trainers. Students should video record their performance periodically, and they should collect and chart data to track improvement, regression, and plateaus as they practice. Baseball, softball, and basketball athletes might use a program such as GameChanger to track their performance over the course of a tournament or season. Volleyball players might use an app such as iStatVball to record their stats and data. Students who are interested in other sports can search online for similar methods to record data.
  8. Working together, students will discuss which skills athletes should focus on to improve in their sport. What training regimen could be created? Will some body types be naturally better at the valuable skill? How do athletes’ nutrition, sleep, and other health practices affect performance? Students should have these ongoing discussions as they practice. 

Phase II. Independent Research

A. Research process 

  1. Selecting a topic. After spending time researching, practicing, and playing sports and athletic skills of interest, each student will select a specific athletic skill on which he or she wants to improve. The student will develop a training regimen to help him or her become better, faster, stronger, and more competitive in that particular skill. He or she will consider how health and nutrition management, genetic makeup, and practice will influence the training regimen. As a facilitator, the teacher will guide the student to be specific in his or her skill choice. Rather than say, “I want to research how to be a better tennis player,” the student should focus on a specific skill set in the sport to measure and improve. For example, the teacher might guide the athlete to think about how to improve a drop shot or increase speed on a serve. A softball pitcher might look at how to increase the spin on a curveball. A shotput or discus thrower might work on the perfect release angle. A sprinter might focus on getting out of the starting block more quickly. 

    The teacher can decide that students can work collectively in small groups or teams to improve a team’s performance by focusing on specific skill sets. Each student, however, is responsible for documenting how his or her skill set contributes to the success of the team performance.

    The teacher might also encourage students to select unique sports about which they have limited knowledge. Perhaps some students will find that they have a talent in unusual sports, such as netball, washu, croquet, tug-of-war, cricket, or wakeboarding.
  2. Asking guiding questions. Once the student has decided upon a specific skill, he or she will pose three to five guiding/unanswered questions on which to focus their research. Examples of questions to consider include the following:
    1. How does my genetic make-up affect my skill or performance?
    2. How might I have to compensate based on my body structure?
    3. What impact do practice, nutrition, sleep, and sportsmanship have on my athletic skill?
    4. Who are some elite athletes in my sport I could learn from?
    5. How does my research of athletic skills translate to my world of academics?
    6. In what other ways might my athletic skill impact my life?
  3. Designing a research proposal. Each student should include the following elements in his or her research proposal:
    1. The specific athletic performance or skill the student wants to improve upon
    2. A video recording of the student performing the athletic skill before any practice or training  
    3. An outline of a training regimen, including a proposed timeline of goals and a statement of what the athlete wishes to accomplish during the project
    4. Guiding questions that he or she will investigate throughout the process
    5. Primary and secondary resources
  4. Conducting the research. Once the teacher approves the research proposal, the student will conduct research to help him or her develop a training regimen. Based on the research, the student should test hypotheses about what will improve his or her performance. The student will test and track performances several times per week to see if he or she is regressing, improving, or staying the same.


B. The product 

  1. A live performance or video of the athletic skill that the student has been working to improve. This final performance will demonstrate the athletic skill and be compared to an earlier recording of the same skill to illustrate the change that has occurred. It is also acceptable for the student to design a training regimen for another athlete as long as the other athlete’s progress has been properly tracked and documented. 
  2. A formal presentation of the developed training regimen. The student will explain how his or her performance changed over time and analyze the reasons for the regression or improvement. He or she will share conclusions about the success of the project and predict how his or her athletic performance will change over time. The student should provide a conclusion on whether his or her athleticism is a product of genetic ability or commitment, practice, and training. 


C. Communication 

The student will design a performance and presentation that best fits the sport and skill he or she has selected. Presentations should be 12–20 minutes, and the student should allow an additional 10 minutes to address questions from other students, coaches, and experts in the field. 


D. A completed project consists of: 

  1. A research proposal 
  2. Guiding questions to drive research 
  3. Research notes, videos/photos of skill/performance development, data/statistics of performance over time, charts, and graphs 
  4. A training regimen, including a timeline, practice schedule, and nutrition choices 
  5. A bibliography of resources 
  6. A live (if possible) or digitally recorded demonstration of an athletic skill to be compared to a previously recorded performance of the same skill 
  7. An explanation of changes over time and the causes for regression or improvement in the performance 

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
110.31(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.31(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.33(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.34(b)(3)
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.
110.34(b)(6)
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.
110.34(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

111.41, Geometry

111.41(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.41(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.41(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.41(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.41(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.41(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.41(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.41(c)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
111.41(c)(5)
Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures.
111.41(c)(5)(A)
investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools;
111.41(c)(13)
Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events.
111.41(c)(13)(A)
develop strategies to use permutations and combinations to solve contextual problems;
111.41(c)(13)(B)
determine probabilities based on area to solve contextual problems;
111.41(c)(13)(C)
identify whether two events are independent and compute the probability of the two events occurring together with or without replacement;
111.41(c)(13)(D)
apply conditional probability in contextual problems;
111.41(c)(13)(E)
apply independence in contextual problems.

111.47, Statistics

111.47(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.47(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.47(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.47(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.47(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.47(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.47(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.47(c)(1)(G)
display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
111.47(c)(2)
Statistical process sampling and experimentation. The student applies mathematical processes to apply understandings about statistical studies, surveys, and experiments to design and conduct a study and use graphical, numerical, and analytical techniques to communicate the results of the study.
111.47(c)(2)(A)
compare and contrast the benefits of different sampling techniques, including random sampling and convenience sampling methods;
111.47(c)(2)(B)
distinguish among observational studies, surveys, and experiments;
111.47(c)(2)(C)
analyze generalizations made from observational studies, surveys, and experiments;
111.47(c)(2)(D)
distinguish between sample statistics and population parameters;
111.47(c)(2)(E)
formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
111.47(c)(2)(F)
communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project through the use of one or more of the following: a written report, a visual display, an oral report, or a multi-media presentation;
111.47(c)(2)(G)
critically analyze published findings for appropriateness of study design implemented, sampling methods used, or the statistics applied.
111.47(c)(4)
Categorical and quantitative data. The student applies the mathematical process standards to represent and analyze both categorical and quantitative data.
111.47(c)(4)(C)
analyze the distribution characteristics of quantitative data, including determining the possible existence and impact of outliers;

112.34, Biology

112.34(c)(3)
Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
112.34(c)(4)
Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.
112.34(c)(7)
Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.
112.34(c)(9)
Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.
112.34(c)(10)
Science concepts. The student knows that biological systems are composed of multiple levels.
112.34(c)(11)
Science concepts. The student knows that biological systems work to achieve and maintain balance.

112.39, Physics

112.39(c)(1)
Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom.
112.39(c)(1)(A)
demonstrate safe practices during laboratory and field investigations;
112.39(c)(2)
Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions.
112.39(c)(2)(B)
know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
112.39(c)(2)(C)
know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
112.39(c)(2)(D)
distinguish between scientific hypotheses and scientific theories;
112.39(c)(2)(E)
design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness;
112.39(c)(2)(I)
identify and quantify causes and effects of uncertainties in measured data;
112.39(c)(2)(J)
organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs;
112.39(c)(2)(K)
communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;
112.39(c)(2)(L)
express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations.
112.39(c)(3)
Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
112.39(c)(3)(A)
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
112.39(c)(3)(B)
communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
112.39(c)(5)
Science concepts. The student knows the nature of forces in the physical world.
112.39(c)(5)(B)
describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers;
112.39(c)(6)
Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum.
112.39(c)(6)(A)
investigate and calculate quantities using the work-energy theorem in various situations;
112.39(c)(6)(B)
investigate examples of kinetic and potential energy and their transformations;

112.38, Integrated Physics and Chemistry

112.38(c)(1)
Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.
112.38(c)(1)(A)
demonstrate safe practices during laboratory and field investigations;
112.38(c)(2)
Scientific processes. The student uses scientific methods during laboratory and field investigations.
112.38(c)(2)(B)
plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
112.38(c)(2)(C)
collect data and make measurements with precision;
112.38(c)(2)(D)
organize, analyze, evaluate, make inferences, and predict trends from data;
112.38(c)(2)(E)
communicate valid conclusions.
112.38(c)(3)
Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions.
112.38(c)(3)(A)
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
112.38(c)(3)(B)
communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
112.38(c)(4)
Science concepts. The student knows concepts of force and motion evident in everyday life.
112.38(c)(4)(A)
describe and calculate an object's motion in terms of position, displacement, speed, and acceleration;
112.38(c)(4)(B)
measure and graph distance and speed as a function of time using moving toys;
112.38(c)(4)(C)
investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects;
112.38(c)(4)(D)
assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects;
112.38(c)(4)(E)
apply the concept of conservation of momentum using action and reaction forces such as students on skateboards;
112.38(c)(4)(F)
describe the gravitational attraction between objects of different masses at different distances, including satellites;
112.38(c)(4)(G)
examine electrical force as a universal force between any two charged objects and compare the relative strength of the electrical force and gravitational force.
112.38(c)(5)
Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life.
112.38(c)(5)(A)
recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins;
112.38(c)(7)
Science concepts. The student knows that changes in matter affect everyday life.
112.38(c)(7)(A)
investigate changes of state as it relates to the arrangement of particles of matter and energy transfer;

116.52, Foundations of Personal Fitness

116.52(c)(1)
Movement. While participating in physical activity, the student applies physiological and biomechanical principles to improve health-related fitness.
116.52(c)(1)(A)
apply physiological principles related to exercise and training such as warm-up/cool down, overload, frequency, intensity, specificity, or progression;
116.52(c)(1)(B)
apply biomechanical principles related to exercise and training such as force, leverage, and type of contraction.
116.52(c)(3)
Physical activity and health. The student applies safety practices associated with physical activity.
116.52(c)(3)(C)
explain the relationship between fluid balance, physical activity, and environmental conditions such as loss of water and salt during exercise;
116.52(c)(3)(D)
identify the effects of substance abuse on physical performance.
116.52(c)(4)
Physical activity and health. The student applies fitness principles during a personal fitness program.
116.52(c)(4)(A)
explain the relationship between physical fitness and health;
116.52(c)(4)(B)
participate in a variety of activities that develop health-related physical fitness activities including aerobic exercise to develop cardiovascular efficiency;
116.52(c)(4)(C)
demonstrate the skill-related components of physical fitness such as agility, balance, coordination, power, reaction time, and speed;
116.52(c)(4)(D)
compare and contrast health-related and skill-related fitness;
116.52(c)(4)(E)
describe methods of evaluating health-related fitness such as Cooper's 1.5 mile run test;
116.52(c)(4)(F)
list and describe the components of exercise prescription such as overload principle, type, progression, or specificity;
116.52(c)(4)(G)
design and implement a personal fitness program;
116.52(c)(4)(H)
evaluate consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
116.52(c)(5)
Physical activity and health. The student comprehends practices that impact daily performance, physical activity, and health.
116.52(c)(5)(A)
investigate positive and negative attitudes towards exercise and physical activities;
116.52(c)(5)(B)
describe physical fitness activities that can be used for stress reduction;
116.52(c)(5)(C)
explain how over training may contribute to negative health problems such as bulimia and anorexia;
116.52(c)(5)(D)
analyze the relationship between sound nutritional practices and physical activity;
116.52(c)(5)(E)
explain myths associated with physical activity and nutritional practices;
116.52(c)(5)(F)
analyze methods of weight control such as diet, exercise, or combination of both;
116.52(c)(5)(G)
identify changeable risk factors such as inactivity, smoking, nutrition, and stress that affect physical activity and health.

116.53, Adventure/Outdoor Education

116.53(c)(1)
Movement. The student demonstrates competency in two or more outdoor education activities such as backpacking, boating, camping, hiking, orienteering, water sports, or water safety certification.
116.53(c)(1)(A)
demonstrate consistency in the execution of the basic skills of adventure/outdoor education activities;
116.53(c)(1)(B)
demonstrate understanding of the rules, skills, and strategies of an activity and can apply them appropriately;
116.53(c)(1)(C)
develop an appropriate conditioning program for the selected activity.
116.53(c)(2)
Physical activity and health. The student applies movement concepts and principles to the learning and development of motor skills.
116.53(c)(2)(A)
use internal and external information to modify movement during performance;
116.53(c)(2)(B)
develop an appropriate conditioning program for the selected activity;
116.53(c)(2)(C)
identify correctly the critical elements for successful performance within the context of the activity.
116.53(c)(3)
Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge.
116.53(c)(3)(A)
select and participate in adventure/outdoor education activities that provide for enjoyment and challenge;
116.53(c)(3)(B)
analyze and compare health and fitness benefits derived from participation in adventure/outdoor education activities;
116.53(c)(3)(C)
establish realistic yet challenging health-related fitness goals;
116.53(c)(3)(D)
develop and participate in a personal fitness program that has the potential to meet identified goals;
116.53(c)(3)(E)
describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance;
116.53(c)(3)(F)
select and use appropriate technology tools to evaluate, monitor, and improve physical development.
116.53(c)(4)
Physical activity and health. The student knows the relationship between outdoor activities and health.
116.53(c)(4)(A)
identify and apply the health-related fitness principles to outdoor activities;
116.53(c)(4)(B)
analyze the strengths and weaknesses of adventure/outdoor education activities and their effects on a personal fitness program;
116.53(c)(4)(C)
show evidence of developing and maintaining health-related fitness;
116.53(c)(4)(D)
explain and follow safety procedures during adventure/outdoor education activities;
116.53(c)(4)(E)
list and describe safety equipment used in outdoor activities;
116.53(c)(4)(F)
design safe and appropriate practices/procedures to improve skill in an activity.

116.54, Aerobic Activities

116.54(c)(1)
Physical activity and health. The student develops the ability to perform a level of competency in aerobic activities.
116.54(c)(1)(A)
exhibit a level of competency in two or more aerobic activities that may include aerobic dance, aqua aerobics, cycling, jogging, power walking, recreational dance, and step aerobics;
116.54(c)(1)(B)
consistently perform skills, strategies, and rules at a basic level of competency.
116.54(c)(2)
Movement. The student applies movement concepts and principles to the learning and development of motor skills.
116.54(c)(2)(A)
use internal and external information to modify movement during performance;
116.54(c)(2)(B)
describe appropriate practices and procedures to improve skill and strategy in an activity;
116.54(c)(2)(C)
develop an appropriate conditioning program for the selected activity;
116.54(c)(2)(D)
identify correctly the critical elements for successful performance within the context of the activity.
116.54(c)(3)
Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge through aerobic activity.
116.54(c)(3)(A)
select and participate in aerobic activities that provide for enjoyment and challenge;
116.54(c)(3)(B)
analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;
116.54(c)(3)(C)
analyze and compare health and fitness benefits derived from participating in selected aerobic activities;
116.54(c)(3)(D)
establish realistic yet challenging health-related fitness goals;
116.54(c)(3)(E)
develop and participate in a personal fitness program that has the potential to provide identified goals;
116.54(c)(3)(F)
describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance;
116.54(c)(3)(G)
select and use appropriate technology tools to evaluate, monitor, and improve physical development;
116.54(c)(3)(H)
explain the effects of substance abuse on personal health and performance in physical activity.
116.54(c)(5)
Social development. The student develops positive personal and social skills needed to work independently and with others in aerobic activities.
116.54(c)(5)(A)
evaluate personal skills and set realistic goals for improvement;
116.54(c)(5)(B)
respond to challenges, successes, and failures in physical activities in socially appropriate ways;
116.54(c)(5)(C)
accept successes and performance limitations of self and others, exhibit appropriate behavior/responses, and recognize that improvement is possible with appropriate practice;
116.54(c)(5)(D)
anticipate potentially dangerous consequences of participating in selected aerobic activities.

116.55, Individual Sports

116.55(c)(1)
Movement. The student develops the ability to participate confidently in individual sports.
116.55(c)(1)(A)
exhibit a level of competency in two or more individual sports that include aquatics, archery, badminton, bicycling, bowling, gymnastics, golf, handball, racquetball, self-defense, table tennis, track and field, weight training, or wrestling;
116.55(c)(1)(B)
consistently perform skills and strategies and follow rules at a basic level of competency.
116.55(c)(2)
Movement. The student applies movement concepts and principles to the learning and development of motor skills.
116.55(c)(2)(A)
use internal and external information to modify movement during performance;
116.55(c)(2)(B)
describe appropriate practice procedures to improve skill and strategy in a sport;
116.55(c)(2)(C)
develop an appropriate conditioning program for the selected sport;
116.55(c)(2)(D)
identify correctly the critical elements for successful performance of a sport skill.
116.55(c)(4)
Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge during individual sports.
116.55(c)(4)(A)
select and participate in individual sports that provide for enjoyment and challenge;
116.55(c)(4)(B)
analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;
116.55(c)(4)(C)
analyze and compare health and fitness benefits derived from participating in selected individual sports;
116.55(c)(4)(D)
establish realistic yet challenging health-related fitness goals for selected individual sports;
116.55(c)(4)(E)
explain the interrelatedness between selected individual sports and a personal fitness program;
116.55(c)(4)(F)
describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance;
116.55(c)(4)(G)
explain the effects of substance abuse on personal health and performance in physical activity such as side effects of steroid use.
116.55(c)(5)
Physical activity and health. The student understands and applies safety practices associated with individual sports.
116.55(c)(5)(A)
evaluate risks and safety factors that may affect individual sport preferences;
116.55(c)(5)(B)
identify and follow safety procedures when participating in individual sports;
116.55(c)(5)(C)
describe equipment and practices that prevent or reduce injuries.
116.55(c)(6)
Social development. The student develops positive personal and social skills needed to work independently and with others in individual sports.
116.55(c)(6)(A)
evaluate personal skills and set realistic goals for improvement;
116.55(c)(6)(B)
respond to challenges, successes, and failures in physical activities in socially appropriate ways;
116.55(c)(6)(C)
accept successes and performance limitations of self and others;
116.55(c)(6)(D)
anticipate potentially dangerous consequences of participating in selected individual sports;
116.55(c)(6)(E)
demonstrate responsible behavior in individual sports such as playing by the rules, accepting lack of skill in others.

116.56, Team Sports

116.56(c)(1)
Movement skills. The student demonstrates competency in many movement forms and proficiency in two or more team sports such as basketball, field hockey, flag football, floor hockey, soccer, softball, team handball, or volleyball.
116.56(c)(1)(A)
demonstrate consistency using all the basic offensive skills of a sport while participating in a game such as dribbling, batting, or spiking competently in a dynamic setting;
116.56(c)(1)(B)
demonstrate consistency using all the basic defensive skills of a sport while participating in a game such as guarding, trapping, blocking, fielding, tackling, or goalkeeping competently in a dynamic setting.
116.56(c)(2)
Movement skills. The student applies movement concepts and principles to the learning and development of motor skills.
116.56(c)(2)(A)
use internal and external information to modify movement during performance;
116.56(c)(2)(B)
describe appropriate practice procedures to improve skill and strategy in an activity;
116.56(c)(2)(C)
develop an appropriate conditioning program for the selected activity;
116.56(c)(2)(D)
identify correctly the critical elements for successful performance within the context of the activity;
116.56(c)(2)(E)
recognize that improvement is possible with appropriate practice.
116.56(c)(4)
Physical activity and health. The student exhibits a physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge through team sports.
116.56(c)(4)(A)
select and participate in individual sports that provide for enjoyment and challenge;
116.56(c)(4)(B)
analyze and evaluate personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition;
116.56(c)(4)(C)
describe the health and fitness benefits derived from participating in selected team sports;
116.56(c)(4)(D)
establish realistic yet challenging health-related fitness goals;
116.56(c)(4)(E)
develop and participate in a personal fitness program that has the potential to provide identified goals;
116.56(c)(4)(F)
describe two training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance.
116.56(c)(5)
Physical activity and health. The student knows the implications and benefits from being involved in daily physical activity.
116.56(c)(5)(A)
discuss training principles appropriate for enhancing flexibility, muscular strength and endurance, and cardiorespiratory endurance;
116.56(c)(5)(B)
explain the effects of eating and exercise patterns on weight control, self-concept, and physical performance;
116.56(c)(5)(C)
explain the effects of substance abuse on personal health and performance in physical activity.
116.56(c)(6)
Physical activity and health. The student understands and applies safety practices associated with team sports.
116.56(c)(6)(A)
evaluate risks and safety factors that may affect sport preferences;
116.56(c)(6)(B)
identify and apply rules and procedures that are designed for safe participation in team sports;
116.56(c)(6)(C)
identify team sports that achieve health-related fitness goals in both school and community settings;
116.56(c)(6)(D)
participate regularly in team sports.
116.56(c)(7)
Social development. The student develops positive self-management and social skills needed to work independently and with others in team sports.
116.56(c)(7)(A)
evaluate personal skills and set realistic goals for improvement;
116.56(c)(7)(B)
respond to challenges, successes, and failures in physical activities in socially appropriate ways;
116.56(c)(7)(C)
accept successes and performance limitations of self and others and exhibit appropriate behavior/responses;
116.56(c)(7)(D)
anticipate potentially dangerous consequences of participating in selected team sports;
116.56(c)(7)(E)
display appropriate etiquette while participating in a sport.

127.12, Project-Based Research

127.12(c)(1)
The student applies mathematics, science, English language arts, and social studies in an independent study.
127.12(c)(1)(A)
select an original independent study project for personal enrichment and career development;
127.12(c)(1)(B)
use reading and research skills to investigate self-selected topics and compile a research portfolio;
127.12(c)(1)(E)
conduct a project under the supervision of a mentor;
127.12(c)(1)(F)
use scientific methods of investigation;
127.12(c)(1)(G)
apply statistical concepts to analyze data, evaluate results, and draw conclusions;
127.12(c)(1)(H)
compare and contrast findings in a coherent and organized manner;
127.12(c)(1)(I)
present the independent research project to an appropriate audience of experts in the field using a variety of technologies.
127.12(c)(2)
The student uses verbal and nonverbal communication skills.
127.12(c)(2)(A)
listen actively and effectively in group discussions;
127.12(c)(2)(B)
use a variety of resources to access, process, and collect data relevant to the project;
127.12(c)(2)(C)
document the time and cost to accomplish the project goal.
127.12(c)(4)
The student designs and develops a research project related to their career interests.
127.12(c)(4)(A)
identify processes to be used in the independent research project;
127.12(c)(4)(B)
use resources to complete a project.
127.12(c)(5)
The student uses technology needed to complete a research project.
127.12(c)(5)(A)
use search engines, databases, and other digital electronic tools effectively to locate information;
127.12(c)(5)(B)
evaluate quality, accuracy, completeness, reliability, and currency of information from any source;
127.12(c)(5)(C)
prepare, organize, and present independent research and mentor experiences;
127.12(c)(5)(D)
receive constructive criticism and revise personal views when valid evidence warrants;
127.12(c)(5)(E)
prepare and present research information in appropriate formats to a panel of experts in the field.
127.12(c)(6)
The student evaluates the research project.
127.12(c)(6)(B)
meet periodically with the teacher for conferences about progress, concerns, successes, and needs;
127.12(c)(6)(C)
conduct self-evaluations of presentations;

130.222, Principles of Health Science

130.222(c)(2)
The student applies mathematics, science, English language arts, and social studies in health science.
130.222(c)(2)(A)
convert units between systems of measurement;
130.222(c)(2)(B)
apply data from tables, charts, and graphs to provide solutions to health-related problems;
130.222(c)(2)(C)
interpret technical material related to the health science industry;
130.222(c)(2)(D)
organize, compile, and write ideas into reports and summaries;
130.222(c)(2)(E)
plan and prepare effective oral presentations;
130.222(c)(2)(F)
formulate responses using precise language to communicate ideas;
130.222(c)(2)(G)
describe biological and chemical processes that maintain homeostasis;
130.222(c)(2)(H)
identify and analyze principles of body mechanics and movement such as forces and the effects of movement, torque, tension, and elasticity on the human body;
130.222(c)(2)(K)
identify the concepts of health and wellness throughout the life span;
130.222(c)(2)(L)
analyze and evaluate communication skills for maintaining healthy relationships throughout the life span;
130.222(c)(2)(Q)
research and compare practices used by various cultures and societies to solve problems related to health.

130.224, Anatomy and Physiology

130.224(c)(2)
The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom.
130.224(c)(2)(A)
demonstrate safe practices during laboratory and field investigations;
130.224(c)(3)
The student uses scientific methods and equipment during laboratory and field investigations.
130.224(c)(3)(B)
know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;
130.224(c)(3)(C)
know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science are created and new technologies emerge;
130.224(c)(3)(D)
distinguish between scientific hypotheses and scientific theories;
130.224(c)(3)(E)
plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
130.224(c)(3)(F)
collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;
130.224(c)(3)(G)
analyze, evaluate, make inferences, and predict trends from data;
130.224(c)(3)(H)
communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
130.224(c)(4)
The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
130.224(c)(4)(A)
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking;
130.224(c)(4)(B)
communicate and apply scientific information extracted from various sources such as accredited scientific journals, institutions of higher learning, current events, news reports, published journal articles, and marketing materials;
130.224(c)(4)(E)
evaluate models according to their limitations in representing biological objects or events;
130.224(c)(5)
The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled.
130.224(c)(5)(A)
analyze the chemical reactions that provide energy for the body;
130.224(c)(5)(B)
evaluate the modes, including the structure and function of the digestive system, by which energy is processed and stored within the body;
130.224(c)(6)
The student differentiates the responses of the human body to internal and external forces.
130.224(c)(6)(A)
explain the coordination of muscles, bones, and joints that allows movement of the body;
130.224(c)(6)(D)
analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body;
130.224(c)(6)(E)
perform an investigation to determine causes and effects of force variance and communicate findings.
130.224(c)(10)
The student investigates environmental factors that affect the human body.
130.224(c)(10)(A)
identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems;
130.224(c)(11)
The student investigates the structure and function of the human body.
130.224(c)(11)(A)
analyze the relationships between the anatomical structures and physiological functions of systems, including the integumentary, nervous, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, immune, endocrine, and reproductive systems;
130.224(c)(11)(D)
examine characteristics of the aging process on body systems.

130.231, Health Science Theory

130.231(c)(2)
The student applies mathematics, science, English language arts, and social studies in health science.
130.231(c)(2)(A)
solve mathematical calculations appropriate to situations in a health-related environment;
130.231(c)(2)(B)
communicate using medical terminology;
130.231(c)(2)(C)
express ideas in writing and develop skills in documentation;
130.231(c)(2)(D)
interpret complex technical material related to the health science industry;
130.231(c)(2)(E)
summarize biological and chemical processes that maintain homeostasis;

130.403, Principles of Biosciences

130.403(c)(2)
The student explores biotechnology career opportunities.
130.403(c)(2)(B)
identify career options in the field of biotechnology;
130.403(c)(2)(D)
research interests, knowledge, educational level, abilities, and skills needed in a biotechnology-related occupation;
130.403(c)(2)(E)
seek a mentor in the biotechnology area;
130.403(c)(2)(F)
identify conventional and non-conventional career opportunities that match interests and aptitudes;
130.403(c)(2)(G)
research applications of biotechnology and biomaterials such as the areas of medicine and the environment and pharmaceutical, agricultural, and industrial settings;
130.403(c)(2)(H)
use technology to research biotechnology topics, identify pertinent scientific articles, obtain articles of interest, and write a formal research paper in the format used by academic and professional journals and magazines.
130.403(c)(8)
The student examines the relationship of biotechnology to the development of commercial products.
130.403(c)(8)(A)
identify the ability to change or enhance genetic characteristics;
130.403(c)(8)(B)
identify applications of genetic engineering;

130.274, Lifetime Nutrition and Wellness

130.274(c)(2)
The student understands the role of nutrients in the body.
130.274(c)(2)(B)
assess the effects of nutritional intake on health, appearance, effective job performance, and personal life;
130.274(c)(3)
The student understands the principles of digestion and metabolism.
130.274(c)(3)(C)
apply knowledge of digestion and metabolism when making decisions related to food intake and physical fitness;
130.274(c)(4)
The student demonstrates knowledge of nutritionally balanced diets.
130.274(c)(4)(D)
plan diets based on life cycle, activity level, nutritional needs, portion control, and food budget;
130.274(c)(8)
The student investigates careers in nutrition.
130.274(c)(8)(A)
compare and contrast education or training needed for careers in nutrition;
130.274(c)(8)(B)
establish personal short- and long-term career goals;
130.274(c)(8)(C)
analyze entrepreneurial opportunities in nutrition;

130.386, Sports and Entertainment Marketing

130.386(c)(2)
The student knows business concepts and explains how business satisfies economic needs.
130.386(c)(3)
The student knows the importance of marketing as well as the functions of marketing.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.A.7
Use calculators, spreadsheets, computers, etc., in data analysis.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1
Understand the historical development of major theories in science.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.
S.VI.A.1
Know that although all cells share basic features, cells differentiate to carry out specialized functions.
S.VI.A.5
Understand the process of cytokinesis in plant and animal cells and how this process is related to growth.
S.VI.D.1
Understand Mendel’s laws of inheritance.
S.VI.D.4
Understand simple principles of population genetics and describe characteristics of a Hardy-Weinberg population.
S.VIII.A.3
Understand the concepts of mass and inertia.
S.VIII.A.4
Understand the concept of density.
S.VIII.A.5
Understand the concepts of gravitational force and weight.
S.VIII.C.1
Understand the fundamental concepts of kinematics.
S.VIII.C.2
Understand forces and Newton’s Laws.
S.VIII.C.3
Understand the concept of momentum.

Social Studies:

SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.V.C.3
Make predictions using summary statistics.
M.V.C.4
Identify and explain misleading uses of data.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4
Justify the solution.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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