Honeycutt Science – it’s about meaningful standards

This web site provides free-to-use science curriculum for high school teachers, students, and parent-guardians. Quickly scan available topics for biologychemistryearth sciencephysical science. Discover more about John Honeycutt, creator of Honeycutt Science. (Honeycutt Linkedin Profile).

This Quick Table cross-references Oklahoma science standards to specific topics  found on this site. The table also provides a convenient way to match topics on this site to their primary standard.

This Detailed Document also cross-references standards to topics found on this site. This file includes a more complete description of each science standard.

Oklahoma Academic Standards

Topics presented here are consistent with The Oklahoma Academic Standards (OAS) which include the integration of scientific and engineering practices with core content from Physical Science, Life Science, and Earth/Space Science.  This integrated approach provides students with a coordinated and coherent understanding of the necessary skills and knowledge to be scientifically literate citizens.

This site presents four subject areas. In Oklahoma (2017-2018), for graduation ONE must be a life science meeting the standards for Biology 1, ONE must be a physical science meeting the standards for Physical Science, Chemistry or Physics, and ONE must be from the domains of physical science, life science, or earth and space science with content and rigor above Biology 1 or Physical Science.

Acceptable combinations are – (5031, 5160, +5061); (50315160, +5051); (50315051, +5061) … or, all four.

Throughout Honeycutt Science, academic standards provide a framework for the over-arching curriculum/syllabus and guidance toward the selection of topic-clusters. Perhaps most importantly, standards inform and structure the design/development of each lesson – as well as percolate-through and within a given lesson’s activities.

Wikipedia describes academic standards as “benchmarks of quality and excellence in education.”

The illustration here shows a typical four-day topic. In this specific instance, the illustration corresponds to Biology 26 Adaptations and Natural Selection. Most of the topics on this site are crafted around a specific science content-standard. One or more ancillary science standards may be included in the topic – but primary emphasis is generally given to a single science standard.

A topic is comprised of three or four lessons.  Each lesson requires about one-hour to complete. The topics and their lessons are scheduled to begin with each new week and concluding within that same week.

A lesson typically includes two to five activities. The activities are selected to accommodate differing learning styles and learning preferences. For example, in the illustration shown, Tuesday’s lesson is structured around individual reading of complex text (ELA 10.4.R.1). Wednesday is structured around collaboration on a small team building a PowerPoint presentation (ELA 11.7.W.2).

  • Reading and collaboration are important for students to master.
  • In this example complex text reading is emphasized on Tuesday.
  • Then multi-media collaboration for a student-created presentation.
  • Math standards appear in the first and last lessons of the example topic.

More About Oklahoma Standards

The following (partial) list is not exhaustive of all potential standards available. Rather, these represent the primary standards selected PRIOR-TO constructing this site, the curriculum contained on the site – and the detailed elements available from the site itself.

More complete lists are available through Oklahoma Department of Education and elsewhere. Links here open very large pdf-format files. (Each may take several minutes to download):

Next Generation Science Standards

Visit NGSS state-by-state standards in science. Explore Science Phenomenon by grade level.

Life Sciences Standards

Cross-Reference of Biology Topics to OK Standards

This list abbreviates the full text description of Oklahoma standards. These abbreviated sentences are not approved by OK DOE. Even so, this list represents a significantly simpler way to express the standards – even if not precisely expressed as intended – and even if not fully comprehensive of the official standard.

Topic (14) Develop a model about interacting systems within multicellular organisms. (HS-LS1-2)

Topic (15) Use a model about photosynthesis how light transforms to chemical energy. (HS-LS1-5)

Topic (16) Construct an explanation about cycling of matter in both aerobic and anaerobic conditions . (HS-LS2-3)

Topic (17) Use a model about cellular division related to complex organisms. (HS-LS1-4)

Topic (18) Construct an explanation about DNA structure determining structure of proteins. (HS-LS1-1)

Topic (19) Formulate questions about DNA & chromosome roles in traits passed to offspring. (HS-LS3-1)

Topic (21) Analyze evidence about embryonic development relationship to biological diversity. (HS-LS4-1)

Topic (22) Apply statistics about population variation as related to population traits. (HS-LS3-3)

Topic (23) Develop a model about cycling of carbon between the four major spheres. (HS-LS2-5)

Topic (24) Defend a claim about genetic variation due to three selected factors. (HS-LS3-2)

Topic (26) Evaluate claims about ecosystem stability vs change related to ecosystem change. (HS-LS2-6)

Topic (27) Use math about biodiversity as influenced by size of population. (HS-LS2-2)

Topic (31) Apply statistics about advantageous traits being increased in populations with that trait. (HS-LS4-3)

Topic (32) Construct an explanation about adaptations resulting from natural selection. (HS-LS4-4)

Topic (33) Evaluate evidence about species behavior influencing species chance of survival. (HS-LS2-8)

Topic (34) Use math about ecosystem capacity due to ecosystem scale. (HS-LS2-1)

Topic (35) Use a model about cellular respiration resulting in net transfer of energy. (HS-LS1-7)

Topic (36) Construct an explanation about amino acids forming from carbon, hydrogen and oxygen. (HS-LS1-6)

Topic (38) Conduct investigation about homeostasis importance to living organisms. (HS-LS1-3)

Topic (42) Analyze evidence about embryonic development as related to biological diversity. (HS-LS4-1)

Topic (43) Use math about cycling of matter among ecosystem organisms. (HS-LS2-4)

Topic (45) Construct an explanation about influences on biodiversity due to selected factors. (HS-LS4-2)

Topic (46) Evaluate information about environmental conditions affect trait distribution. (HS-LS4-5)

Cross-Reference of OK Standards to this sites’ Biology Topics

Each of these are individually and highly-emphasized during one-or-more lessons within a topic listed under the biology section of this site. The full paragraph (as written) of Oklahoma Standards are listed below.

HS-LS1-1  Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. (Biology 18 DNA and Heredity)

HS-LS1-2  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Biology 14 Cell Organization)

HS-LS1-3  Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms. (Biology 38 Dissection in Lab)

HS-LS1-4  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Biology 17 Mitosis and Cytokinesis)

HS-LS1-5  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Biology 15 Plant Cells)

HS-LS1-6  Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. (Biology 36 Interpretation and Communication)

HS-LS1-7  Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. (Biology 35 Science Models)

HS-LS2-1  Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (Biology 34 Science Observation and Measure)

HS-LS2-2  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems in different scales. (Biology 27 Populations and Genetics)

HS-LS2-3  Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions. (Biology 16 Prokaryotic and Eukaryotic Cells)

HS-LS2-4  Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (Biology 43 Ecology)

HS-LS2-5  Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (Biology 23 Interdependence of Living Things)

HS-LS2-6  Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. (Biology 26 Adaptations and Natural Selection)

HS-LS2-8  Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. (Biology 33 Animal Behaviors)

HS-LS3-1  Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (Biology 19 Genes Genetics and Chromosomes)

HS-LS3-2  Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (Biology 24 Theory of Evolution)

HS-LS3-3  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Biology 22 Animal Classification)

HS-LS4-1  Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryological development contribute to the scientific explanation of biological diversity. (Biology 42 Physiology)

HS-LS4-1  Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryonic development contribute to the scientific explanation of biological diversity. (Biology 21 Organization of Living Things)

HS-LS4-2  Construct and explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction (3) competition for limited resources (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (Biology 45 Deep Dive – Genetics)

HS-LS4-3  Apply concepts of statistics and probability to support explanations that organisms with advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (Biology 31 Darwin, Evolution and Fossils)

HS-LS4-4  Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (Biology 32 Animal Characteristics)

HS-LS4-5  Synthesize, communicate, and evaluate the information that describes how changes in the environmental conditions can affect the distribution of traits in a population causing: 1) increases in the number of individuals of some species, 2) the emergence of new species over time, and 3) the extinction of other species. (Biology 46 Deep Dive – Biological Diversity)

Oklahoma Science, Engineering, and Cross-Cutting Standards

Review our X-reference Table

View a Cross-Reference at our Cross-Content page. Each of the eight practices and seven concepts described here are listed with Topic ID’s of each subject area intended to emphasize that area. (go).

Science & Engineering Practices

The Science and Engineering Practices describe the major practices that scientists employ as they investigate and build models and theories about the world and a key set of engineering practices that engineers use as they design and build systems. The term “practice” is used instead of the term “process” to emphasize that scientists and engineers use skill and knowledge simultaneously, not in isolation. Honeycutt Science incorporates the eight science and engineering practices within each of the Core Subjects. Often these practices are implicit to the assignment – at other times, the practice is an explicit portion of a topic or the focus of the topic itself.

An implicit example is that most “Day 1” work packets include a math graph for interpretation (practice #4, below). Another implicit example is many “Day 3 and 4” assignments center on a team presentation (practices #1 & #8, below). In other instances, practices are explicitly introduced. Biology topics 34, 35, and 36 explicitly present students with scientific observation and measurement, science models, and interpretation and communication (in this biology example, all eight practices are touched upon).

Because of the importance of these practices, Honeycutt Science has a suite of Techniques and Activities which are separately organized – apart from the Core Subjects. At an instructor’s discretion, they are able to draw from the techniques and activities to supplement Core Subjects when needed.

There are eight science and engineering practices:

  1. Ask questions and define problems
  2. Develop and use models
  3. Plan and conduct investigations
  4. Analyze and interpret data
  5. Use mathematical and computational thinking
  6. Construct explanations and design solutions
  7. Engage in scientific argument from evidence
  8. Obtain, evaluate, and communicate information
Crosscutting Concepts 

The Cross Concepts represent common threads or themes that span across science disciplines (biology, chemistry, physics, environmental science, Earth/space science) and have value to both scientists and engineers because they identify universal properties and processes found in all disciplines.

Honeycutt Science incorporates the seven cross-cutting concepts within each of the Core Subjects. Often these concepts are among the main points presented with a given topic.

Because of the importance of these concepts, Honeycutt Science has a suite of Techniques and Activities which are separately organized – apart from the Core Subjects. At an instructor’s discretion, they are able to draw from the techniques and activities to supplement Core Subjects when needed.

There are seven crosscutting concepts:

  1. Patterns
  2. Cause and Effect: Mechanisms and explanations
  3. Scale, Proportion, and Quantity
  4. Systems and System Models
  5. Energy and Matter: Flows, cycles, and conservation
  6. Structure and Function
  7. Stability and Change

English Language Arts Standards

Not all ELA standards are incorporated into these science topics and lessons. However, the following ELA standards are either explicitly or implicitly interwoven with the science lessons presented on this site. Rather than being associated with a specific or particular topic, these selected standards are used as a method for instructing the topics in general.

10.3.R.5 Students will distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts.

10.3.R.6 Students will comparatively analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/counterclaims/evidence) and content by inferring connections among multiple texts and providing textual evidence to support their inferences.

10.3.R.7 Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.

10.3.W.4 Students will introduce precise claims and distinguish them from counterclaims and provide sufficient evidences to develop balanced arguments, using credible sources.

10.3.W.5 Students will use words, phrases, and clauses to connect claims, counterclaims, evidence, and commentary to create a cohesive argument and include a conclusion that follows logically from the information presented and supports the argument.

10.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

10.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

10.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

10.4.R.4 Students will analyze the relationships among words with multiple meanings and recognize the connotation and denotation of words.

10.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, parts of speech, and etymology of words or phrases.

12.4.R.5 Students will use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (print and/or electronic) as needed.

10.5.W.3 Students will practice their use of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

12.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

10.6.R.2 Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.

10.6.W.4 Students will synthesize and present information in a report.

11.6.R.3 Students will evaluate the relevance, reliability, and validity of the information gathered.

10.7.W.2 Students will create visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

11.7.W.2 Students will construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

10.8.R Students will select appropriate texts for specific purposes and read independently for extended periods of time.

12.8.W Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, synthesize information across multiple sources, and articulate new perspectives.

Math Standards

Mathematics as a problem-solving tool is fundamental to science. Out of dozens of math standards that will be touched-upon during administration of these lessons, the following three standards are explicitly part of selected lessons in each subject area presented here.

A1.A.1 Represent and solve mathematical and real-world problems using linear equations, absolute value equations, and systems of equations; interpret solutions in the original context.

A1.D.1 Display, describe, and compare data. For linear relationships, make predictions and assess the reliability of those predictions.

A2.D.2 Analyze statistical thinking to draw inferences, make predictions, and justify conclusions.

ACE Science Process/Inquiry Standards for All Natural Sciences

Each of these are incorporated throughout the four subject areas.

P1.0 Observe and Measure such as the use of appropriate System International SI (metric) Units.

P2.0 Classify such as the identification of properties of a classification system.

P3.0 Experimental Design such as the use of mathematics to show relationships.

P4.0 Interpret and Communicate such as accept or reject a hypothesis.

P5.0 Model such as interpretation of a model which explains a given set of observations.

Colorado Academic Standards

Topics presented here are also consistent with Colorado educational standards with emphasis on 21st Century Skills. Particular emphasis is placed on these skills:

  • Subject-area domain knowledge
  • Global and cultural awareness
  • Information literacy
  • Communication
  • Critical thinking
  • Mathematics
  • Leadership
  • Creativity

Other States’ Standards

Additional cross-content is included in selected topics:

  • Social responsibility and ethics
  • Civic literacy and citizenship
  • Technology literacy
  • Personal initiative

Special Note to Home-School Parents/Guardians

Excerpt from Bill Pride (Practical Home Schooling)

Lab science in high school is meant to introduce you to lab science in college. It is meant to teach lab procedures, lab safety, use of equipment, data gathering and measurements, graphing and charting of data, calculations to determine physical relationships, how to use logic to devise experiments and interpret results, and integrity in reporting results. In short, lab science teaches the scientific method.” (click here to view the original page)

  • Scientific method
  • Lab procedures
  • Lab safety
  • Use of equipment
  • Data gathering
  • Data measurement
  • Graphing and charting data
  • Physical relationship calculations
  • Devise experiments
  • Interpret results

Commentary – Hanover Research

“It is easy to see how these skills could be valuable to a new high school graduate and to employers, as well as how these skills can easily interact with one another,” according to the Hanover Research report. Others, such as the research division of the Kamehameha Schools in Hawaii, draw similar conclusions from the various frameworks on 21st century skills. “More than technological expertise, 21st century skills refer to content knowledge, literacies and proficiencies that prepare individuals to meet the challenges and opportunities of today’s world,” stated the Kamehameha Schools report, An Overview of 21st Century Skills.

The Hanover Research analysis also identifies a second tier of important 21st century skills, present in five of the six major frameworks:

  • Flexibility and adaptability
  • Global and cultural awareness
  • Information literacy
  • Leadership

“The driving force for the 21st century is the intellectual capital of citizens,” said the Metiri Group in its white paper, Twenty-First Century Skills. “Political, social and economic advances in the United States during this millennium will be possible only if the intellectual potential of America youth is developed now.”

Classroom Behavior Expectations

This quick reference list is not comprehensive. It serves as a convenient way to “name a behavior” when needed.


  • Aggressive behavior
  • Arguing with other students
  • Arriving late
  • Arriving without the proper tools (pencil, notebook)
  • Engaging in off-topic conversations / asking off-topic questions
  • Failing to focus on an assigned task
  • Failing/resisting to sit or position self where directed by instructor
  • Intentional distractions
  • Leaving seat without first having permission to do-so
  • Making sounds, especially intentional repeated distracting noises
  • Not doing the work
  • Passive-aggressive behavior
  • Refusal to compromise or work with other students
  • Requests for restroom, drinking fountain, phone calls (excessively)
  • Sleeping, dozing, ignoring
  • Talking/otherwise communicating to other students inappropriately
  • Use of electronic gear when not part of instruction


  • Respond with appropriate boundaries rather than aggression
  • Find ways for compromise and respectful disagreement
  • Arrive on-time
  • Arrive prepared with pencil, paper, books, attitude
  • Ask appropriate questions at appropriate times
  • Focus on the assignment and task given
  • Sit where instructed, or discretely make request to move
  • Contribute to the class with thoughtful ideas and questions
  • Gain permission prior to moving about the room
  • Make a best-effort at completing work assigned
  • Be respectfully direct when expression an idea or need
  • Find ways to respectfully disagree with others and compromise
  • Use restroom and water fountain prior to arriving to class
  • Use appropriate coping skills to remain attentive and awake
  • Engage with other students during appropriate times
  • Use computers and other electronic gear only with permission


  • Accountability Avoidance
  • Attention-Seeking
  • The Put-Off
  • Partialization
  • Faulty Thinking
  • The Turn-Around
  • One-way Boundaries
  • Pride in Negativity
  • Malicious Compliance
  • Fact Stacking


  • Accept responsibility and accountability
  • Find ways to appropriately be recognized
  • Start with something small and easy first
  • Recognize the importance of completing work
  • Use a pro-con list or other tool to improve logic
  • Recognize each of us are responsible for our choices
  • Check your own choices and behavior
  • Find the good in positive role models and positive choices
  • Appropriately follow rules, guidelines and instruction
  • Reveal the truth with integrity

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