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Subject Area - 4:
Environment and Ecology
  • Standard Area - 4.4: Agriculture and Society
  • Grade Level - 4.4.PK: GRADE PK
Standard - 4.4.PK.A

Identify what plants and animals need to grow.

Standard - 4.4.PK.B

Identify people’s basic needs.

Standard - 4.4.PK.C

Recognize that plants and animals grow and change.

Standard - 4.4.PK.D

Identify basic tools used in gardening at home and at school.

Standard - 4.4.PK.E

• 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.K: GRADE K
Standard - 4.4.K.A

Identify common plants and animals found in Pennsylvania agricultural systems.

Standard - 4.4.K.B

Identify common plants and animals used by people.

Standard - 4.4.K.C

Observe and describe stages of life cycles for plants and animals.

Standard - 4.4.K.D

Identify tools and machinery commonly used in agriculture.

Standard - 4.4.K.E

• 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.1: GRADE 1
Standard - 4.4.1.A

Describe the role of soil in agricultural systems.

Standard - 4.4.1.B

Identify products and by-products of the agricultural system.

Standard - 4.4.1.C

Describe the life cycles of different plants and animals in a terrestrial habitat.

Standard - 4.4.1.D

Identify tools used by native Americans and early settlers in agriculture.

Standard - 4.4.1.E

• 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.2: GRADE 2
Standard - 4.4.2.A

Identify agriculture as a living system and that food and fiber originate from plants and animals.

Standard - 4.4.2.B

Explain how agriculture supports jobs in Pennsylvania.

Standard - 4.4.2.C

Examine life cycles of plants and animals in an aquatic habitat.

Standard - 4.4.2.E

• 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.3: GRADE 3
Standard - 4.4.3.A

Identify Pennsylvania crops that provide food for the table and fiber for textiles.

Standard - 4.4.3.B

Explain how agriculture meets the basic needs of humans.

Standard - 4.4.3.C

Use scientific inquiry to investigate what animals and plants need to grow.

  • Standard Area - 4.4: Agriculture and Society
  • Assessment Anchor - BIO.B.4:

    Ecology

    • Eligible Content - BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, biosphere).
    • Eligible Content - BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
    • Eligible Content - BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
    • Eligible Content - BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
    • Eligible Content - BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle).
    • Eligible Content - BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
    • Eligible Content - BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
    Standard - 4.4.3.D

    Identify technology used in agriculture.

    • Identify tools and machinery used in agricultural processes.

    Standard - 4.4.3.E

    • 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.4: GRADE 4
Standard - 4.4.4.A

Describe the journey of local/global agricultural commodities from production to consumption.

Standard - 4.4.4.B

Describe how humans rely on the food and fiber system

  • Identify Pennsylvania’s important agricultural products.

Standard - 4.4.4.C

Use scientific inquiry to investigate the composition of various soils.

Standard - 4.4.4.D

Identify how technology affects the development of civilizations through agricultural production.

Standard - 4.4.4.E

  • 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 - 4.4: Agriculture and Society
  • Grade Level - 4.4.5: GRADE 5
Standard - 4.4.5.A

Explain why animal production is dependent upon plant production.

Standard - 4.4.5.C

Investigate the factors influencing plant and animal growth. (e.g., soil, water, nutrients, and light)

  • Standard Area - 4.4: Agriculture and Society
  • Assessment Anchor - BIO.B.4:

    Ecology

  • Eligible Content - BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, biosphere).
  • Eligible Content - BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
  • Eligible Content - BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
  • Eligible Content - BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
  • Eligible Content - BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle).
  • Eligible Content - BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
  • Eligible Content - BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
    • Standard Area - 4.4: Agriculture and Society
    • Grade Level - 4.4.6: GRADE 6
    Standard - 4.4.6.A

    Explain how different plants and animals in the United States have specific growing requirements related to climate and soil conditions.

    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.4:

      Ecology

  • Eligible Content - BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, biosphere).
  • Eligible Content - BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
  • Eligible Content - BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
  • Eligible Content - BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
  • Eligible Content - BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle).
  • Eligible Content - BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
  • Eligible Content - BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.4:

      Ecology

  • Eligible Content - BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, biosphere).
  • Eligible Content - BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
  • Eligible Content - BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
  • Eligible Content - BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
  • Eligible Content - BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle).
  • Eligible Content - BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
  • Eligible Content - BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
    • Standard Area - 4.4: Agriculture and Society
    • Grade Level - 4.4.7: GRADE 7
    Standard - 4.4.7.A

    Describe how agricultural practices, the environment, and the availability of natural resources are related.

    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
    • Standard Area - 4.4: Agriculture and Society
    • Grade Level - 4.4.8: GRADE 8
    Standard - 4.4.8.A

    Identify and describe how food safety issues have impacted the food and fiber system.

    Standard - 4.4.8.E

    • 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 - 4.4: Agriculture and Society
    • Grade Level - 4.4.10: GRADE 10
    Standard - 4.4.10.A

    Explain the relationships between and among the components of the food and fiber system.

    (i.e., production, processing, research and development, marketing, distribution, and regulations.)

    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
    • Standard Area - 4.4: Agriculture and Society
    • Grade Level - 4.4.12: GRADE 12
    Standard - 4.4.12.A

    Research and analyze the social, political, economic, and environmental factors that affect agricultural systems.

    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
    • Standard Area - 4.4: Agriculture and Society
    • Assessment Anchor - BIO.B.2:

      Genetics

  • Eligible Content - BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
  • Eligible Content - BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
  • Eligible Content - BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
  • Eligible Content - BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
  • Eligible Content - BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
  • Eligible Content - BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).
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