Standards Detail
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Environment and Ecology
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.PK: GRADE PK
Identify living and nonliving things in the immediate and surrounding environment.
• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.K: GRADE K
Identify the similarities and differences of living and non-living things within the immediate and surrounding environment.
Observe and describe what happens to living things when needs are met.
Identify how the changes of seasons affect their local environment.
• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.1: GRADE 1
Identify and describe the basic needs of living things in a terrestrial habitat.
Describe the seasons and describe how the change of the season affects living things.
• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.2: GRADE 2
Describe how a plant or an animal is dependent on living and nonliving things in an aquatic habitat.
Identify sources of energy in an aquatic habitat.
Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival.
Identify how living things survive changes in their environment.
• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.3: GRADE 3
Differentiate between the living and non-living components in an environment.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.A.1:
Basic Biological Principles
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Eligible Content - BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.
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Eligible Content - BIO.A.1.2.1
Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
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Eligible Content - BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).
- Assessment Anchor - BIO.B.4:
Ecology
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Identify organisms that are dependent on one another in a given ecosystem.
- Define habitat and explain how a change in habitat affects an organism.
- Distinguish between scientific fact and opinion.
- Ask questions about objects, organisms and events.
- Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.
- Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.
- Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.
- Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.
- Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.4: GRADE 4
Explain how living things are dependent upon other living and nonliving things for survival.
- Explain what happens to an organism when its food supply, access to water, shelter or space (niche / habitat) is changed.
- Identify similarities and differences between living organisms, ranging from single-celled to multi-cellular organisms through the use of microscopes, video, and other media.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.A.1:
Basic Biological Principles
Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
Ecology
Identify how matter cycles through an ecosystem.
- Trace how death, growth, and decay cycle matter through an ecosystem
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain how most life on earth gets its energy from the sun.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain how specific adaptations can help organisms survive in their environment.
Explain that ecosystems change over time due to natural and/ or human influences.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
- Distinguish between scientific fact and opinion.
- Ask questions about objects, organisms and events.
- Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.
- Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.
- Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.
- Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.
- Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced and review and ask questions about the work of other scientists.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.5: GRADE 5
Describe the roles of producers, consumers, and decomposers within a local ecosystem.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Describe different food webs including a food web containing humans.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain the differences between threatened, endangered, and extinct organisms.
- Understand how theories are developed.
- Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.
- Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.
- Describe relationships using inference and prediction.
- Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations.
- Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments and are based on scientific principles, models, and theories.
- Analyze alternative explanations and understanding that science advances through legitimate skepticism.
- Use mathematics in all aspects of scientific inquiry.
- Understand that scientific investigations may result in new ideas for study, new methods or procedures for an investigation, or new technologies to improve data collection.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.6: GRADE 6
Explain the costs and benefits of recycling in controlling resource use.
- Understand how theories are developed.
- Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.
- Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.
- Describe relationships using inference and prediction.
- Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations.
- Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments and are based on scientific principles, models, and theories.
- Analyze alternative explanations and understanding that science advances through legitimate skepticism.
- Use mathematics in all aspects of scientific inquiry.
- Understand that scientific investigations may result in new ideas for study, new methods or procedures for an investigation, or new technologies to improve data collection.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.7: GRADE 7
Describe the relationships between biotic and abiotic components of an ecosystem.
- Compare and contrast different biomes and their characteristics
- Describe symbiotic and predator/prey relationships
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain biogeochemical cycles within an ecosystem.
Additionally, define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earth’s system.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain the flow of energy within an ecosystem.
- Compare and contrast the flow of energy between organisms in different habitats.
- Explain the concept of trophic levels.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain how biological diversity relates to the viability of ecosystems.
- Compare and contrast monoculture with diverse ecosystems.
- Explain how biological diversity relates to the ability of an ecosystem to adapt to change.
- Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce.
Identify factors that contribute to change in natural and human-made systems.
- Explain the processes of primary and secondary succession in a given ecosystem.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
- Understand how theories are developed.
- Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.
- Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.
- Describe relationships using inference and prediction.
- Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations.
- Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments and are based on scientific principles, models, and theories.
- Analyze alternative explanations and understanding that science advances through legitimate skepticism.
- Use mathematics in all aspects of scientific inquiry.
- Understand that scientific investigations may result in new ideas for study, new methods or procedures for an investigation, or new technologies to improve data collection.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.8: GRADE 8
Relate plate tectonics to both slow and rapid changes in the earth’s surface. Describe the rock cycle and the processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. Relate geochemical cycles to the conservation of matter. Explain how the Earth is composed of a number of dynamic, interacting systems exchanging energy or matter.
Use the theory of natural selection to examine the causes and consequences of extinction.
- Compare and contrast scientific theories.
- Know that both direct and indirect observations are used by scientists to study the natural world and universe.
- Identify questions and concepts that guide scientific investigations.
- Formulate and revise explanations and models using logic and evidence.
- Recognize and analyze alternative explanations and models.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.10: GRADE 10
Examine the effects of limiting factors on population dynamics.
- Analyze possible causes of population fluctuations.
- Explain the concept of carrying capacity in an ecosystem.
- Describe how organisms become classified as threatened or endangered.
- Describe how limiting factors cause organisms to become extinct.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Explain the consequences of interrupting natural cycles.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Evaluate the efficiency of energy flow within a food web.
Describe how energy is converted from one form to another as it moves through a food web (photosynthetic, geothermal).
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.A.3:
Bioenergetics
Ecology
Research practices that impact biodiversity in specific ecosystems.
- Analyze the relationship between habitat changes to plant and animal population fluctuations.
Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
- Compare and contrast scientific theories.
- Know that both direct and indirect observations are used by scientists to study the natural world and universe.
- Identify questions and concepts that guide scientific investigations.
- Formulate and revise explanations and models using logic and evidence.
- Recognize and analyze alternative explanations and models.
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.12: GRADE 12
Analyze the significance of biological diversity in an ecosystem.
- Explain how species adapt to limiting factors in an ecosystem.
- Analyze the differences between natural causes and human causes of extinction.
- Research wildlife management laws and their effects on biodiversity.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Research how humans affect energy flow within an ecosystem.
- Describe the impact of industrial, agricultural, and commercial enterprises on an ecosystem
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.B.4:
Ecology
Analyze the effects of new and emerging technologies on biodiversity in specific ecosystems.
- Evaluate the impact of laws and regulations on reducing the number of threatened and endangered species.
- Examine the status of existing theories.
- Evaluate experimental information for relevance and adherence to science processes.
- Judge that conclusions are consistent and logical with experimental conditions.
- Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution.
- Communicate and defend a scientific argument.