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Subject Area - 4:
Environment and Ecology
Environment and Ecology
- Standard Area - 4.1: Ecology
- Grade Level - 4.1.PK: GRADE PK
Standard - 4.1.PK.A
Identify living and nonliving things in the immediate and surrounding environment.
Standard - 4.1.PK.F
• 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
Standard - 4.1.K.A
Identify the similarities and differences of living and non-living things within the immediate and surrounding environment.
Standard - 4.1.K.D
Observe and describe what happens to living things when needs are met.
Standard - 4.1.K.E
Identify how the changes of seasons affect their local environment.
Standard - 4.1.K.F
• 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
Standard - 4.1.1.A
Identify and describe the basic needs of living things in a terrestrial habitat.
Standard - 4.1.1.E
Describe the seasons and describe how the change of the season affects living things.
Standard - 4.1.1.F
• 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
Standard - 4.1.2.A
Describe how a plant or an animal is dependent on living and nonliving things in an aquatic habitat.
Standard - 4.1.2.C
Identify sources of energy in an aquatic habitat.
Standard - 4.1.2.D
Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival.
Standard - 4.1.2.E
Identify how living things survive changes in their environment.
Standard - 4.1.2.F
• 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
Standard - 4.1.3.A
Differentiate between the living and non-living components in an environment.
- Standard Area - 4.1: Ecology
- Assessment Anchor - BIO.A.1:
Basic Biological Principles
-
Eligible Content - BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.
-
Eligible Content - BIO.A.1.2.1
Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
-
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
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 - 4.1: Ecology
- 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 - 4.1.3.D
Identify organisms that are dependent on one another in a given ecosystem.
- Define habitat and explain how a change in habitat affects an organism.
Standard - 4.1.3.F
- 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
Standard - 4.1.4.A
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
Eligible Content - BIO.A.1.1.1
Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.
Eligible Content - BIO.A.1.2.1
Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
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).
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 - 4.1.4.B
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
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 - 4.1.4.C
Explain how most life on earth gets its energy from the sun.
- Standard Area - 4.1: Ecology
- 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 - 4.1.4.D
Explain how specific adaptations can help organisms survive in their environment.
Standard - 4.1.4.E
Explain that ecosystems change over time due to natural and/ or human influences.
- Standard Area - 4.1: Ecology
- 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 - 4.1.4.F
- 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
Standard - 4.1.5.A
Describe the roles of producers, consumers, and decomposers within a local ecosystem.
- Standard Area - 4.1: Ecology
- 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 - 4.1.5.C
Describe different food webs including a food web containing humans.
- Standard Area - 4.1: Ecology
- 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 - 4.1.5.D
Explain the differences between threatened, endangered, and extinct organisms.
Standard - 4.1.5.F
- 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
Standard - 4.1.6.D
Explain the costs and benefits of recycling in controlling resource use.
Standard - 4.1.6.F
- 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
Standard - 4.1.7.A
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
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 - 4.1.7.B
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
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 - 4.1.7.C
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
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 - 4.1.7.D
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.
Standard - 4.1.7.E
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
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 - 4.1.7.F
- 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
Standard - 4.1.8.B
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.
Standard - 4.1.8.D
Use the theory of natural selection to examine the causes and consequences of extinction.
Standard - 4.1.8.F
- 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
Standard - 4.1.10.A
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
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 - 4.1.10.B
Explain the consequences of interrupting natural cycles.
- Standard Area - 4.1: Ecology
- 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 - 4.1.10.C
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
Eligible Content - BIO.A.3.1.1
Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.
Eligible Content - BIO.A.3.2.1
Compare and contrast the basic transformation of energy during photosynthesis and cellular respiration.
Eligible Content - BIO.A.3.2.2
Describe the role of ATP in biochemical reactions.
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 - 4.1.10.D
Research practices that impact biodiversity in specific ecosystems.
- Analyze the relationship between habitat changes to plant and animal population fluctuations.
Standard - 4.1.10.E
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
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 - 4.1.10.F
- 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
Standard - 4.1.12.A
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
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 - 4.1.12.C
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
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 - 4.1.12.D
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.
Standard - 4.1.12.F
- 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.
- Standard Area - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.PK: GRADE PK
Standard - 4.2.PK.C
Describe an aquatic (water) and terrestrial (land) habitat.
Standard - 4.2.PK.D
• 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.K: GRADE K
Standard - 4.2.K.B
Differentiate between terrestrial, aquatic, and wetland ecosystems in Pennsylvania.
Standard - 4.2.K.C
Identify that there are living and nonliving components in an aquatic habitat.
Standard - 4.2.K.D
• 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.1: GRADE 1
Standard - 4.2.1.D
• 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.2: GRADE 2
Standard - 4.2.2.C
Identify and describe the basic needs of plants and animals in an aquatic ecosystem.
Standard - 4.2.2.D
• 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.3: GRADE 3
Standard - 4.2.3.A
Define the term watershed.
- Identify the watersheds in which you reside.
Standard - 4.2.3.C
Identify plants and animals that live in lakes, ponds, streams, and wetlands.
Standard - 4.2.3.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.4: GRADE 4
Standard - 4.2.4.A
Describe the physical characteristics of a watershed.
- Identify and explain what determines the boundaries of a watershed.
- Identify water systems and their components as either lotic or lentic.
Standard - 4.2.4.B
Describe the characteristics of different types of wetlands.
Standard - 4.2.4.C
Explain how freshwater organisms are adapted to their environment.
- Explain the life cycles of organisms in a freshwater environment
- Standard Area - 4.2: Watersheds and Wetlands
- Assessment Anchor - BIO.A.4:
Homeostasis and Transport
Eligible Content - BIO.A.4.1.1
Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.
Eligible Content - BIO.A.4.1.2
Compare and contrast the mechanisms that transport materials across the plasma membrane (i.e., passive transport -- diffusion, osmosis, facilitated diffusion; active transport -- pumps, endocytosis, exocytosis).
Eligible Content - BIO.A.4.1.3
Describe how endoplasmic reticulum, Golgi apparatus, and other membrane-bound cellular organelles facilitate transport of materials within cells.
Eligible Content - BIO.A.4.2.1
Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).
Standard - 4.2.4.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.5: GRADE 5
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.5.C
Identify physical, chemical, and biological factors that affect water quality.
- Standard Area - 4.2: Watersheds and Wetlands
- Assessment Anchor - BIO.A.2:
The Chemical Basis for Life
Eligible Content - BIO.A.2.1.1
Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).
Eligible Content - BIO.A.2.2.1
Explain how carbon is uniquely suited to form biological macromolecules.
Eligible Content - BIO.A.2.2.2
Describe how biological macromolecules form from monomers.
Eligible Content - BIO.A.2.2.3
Compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms.
Eligible Content - BIO.A.2.3.1
Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction.
Eligible Content - BIO.A.2.3.2
Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.
Standard - 4.2.5.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.6: GRADE 6
Standard - 4.2.6.C
Identify natural and human-made factors that affect water quality.
Standard - 4.2.6.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.7: GRADE 7
Standard - 4.2.7.A
Explain how water enters, moves through, and leaves a watershed.
- Explain the concept of stream order.
- Describe factors that affect the flow and water quality within a watershed
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.7.B
Explain the primary functions of a wetland within a watershed.
- Providing habitat, flood control, water purification.
- Serving as buffer zones, wildlife propagation areas, and food and fiber systems.
Standard - 4.2.7.C
Use appropriate tools and techniques to analyze a freshwater environment.
- Interpret physical, chemical, and biological data as a means of assessing the environmental quality of a freshwater environment.
Standard - 4.2.7.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.8: GRADE 8
Standard - 4.2.8.A
Describe factors that affect the quality of ground and surface waters.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.8.C
Describe how a diversity index is used to assess water quality.
Standard - 4.2.8.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.10: GRADE 10
Standard - 4.2.10.A
Examine the interactions between abiotic and biotic factors within a watershed.
- Describe how topography influences the flow of water in a watershed.
- Describe how vegetation affects water runoff.
- Investigate and analyze the effects of land use on the quality of water in a watershed.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.10.B
Examine how human interactions impact wetlands and their surrounding environments.
- Describe how land use decisions affect wetlands
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.10.C
Explain the relationship between water quality and the diversity of life in a freshwater ecosystem.
- Explain how limiting factors affect the growth and reproduction of freshwater organisms.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.10.D
- 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 - 4.2: Watersheds and Wetlands
- Grade Level - 4.2.12: GRADE 12
Standard - 4.2.12.A
Examine environmental laws related to land use management and its impact on the water quality and flow within a watershed.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.12.B
Analyze the effects of policies and regulations at various governmental levels on wetlands and their surrounding environments.
- Examine various public policies relating to wetlands.
- Investigate the intended and unintended effects of public polices and regulations relating to wetlands.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.12.C
Analyze the effects of policies and regulations at various governmental levels on water quality.
- Assess the intended and unintended effects of public polices and regulations relating to water quality.
- Standard Area - 4.2: Watersheds and Wetlands
- 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 - 4.2.12.D
- 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.
- Standard Area - 4.3: Natural Resources
- Grade Level - 4.3.PK: GRADE PK
Standard - 4.3.PK.A
Identify how the environment provides for the needs of people in their daily lives.
Standard - 4.3.PK.C
• 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
- Standard Area - 4.3: Natural Resources
- Grade Level - 4.3.K: GRADE K
Standard - 4.3.K.A
Identify some renewable resources used in the classroom.
Standard - 4.3.K.B
Recognize the importance of conserving natural resources.
Standard - 4.3.K.C
• 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
- Standard Area - 4.3: Natural Resources
- Grade Level - 4.3.1: GRADE 1
Standard - 4.3.1.C
• 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
- Standard Area - 4.3: Natural Resources
- Grade Level - 4.3.2: GRADE 2
Standard - 4.3.2.A
Describe the jobs/hobbies people have in the community that relate to natural resources.
Standard - 4.3.2.B
Identify products and by-products derived from renewable resources.
Standard - 4.3.2.C
• 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
- Standard Area - 4.3: Natural Resources
- Grade Level - 4.3.3: GRADE 3
Standard - 4.3.3.A
Identify the natural resources used to make various products.
Standard - 4.3.3.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.4: GRADE 4
Standard - 4.3.4.A
Identify ways humans depend on natural resources for survival.
- Identify resources used to provide humans with energy, food, employment, housing and water.
Standard - 4.3.4.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.5: GRADE 5
Standard - 4.3.5.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.6: GRADE 6
Standard - 4.3.6.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.7: GRADE 7
Standard - 4.3.7.A
Explain how products are derived from natural resources.
- Describe the process of converting raw materials to consumer goods.
- Differentiate between renewable and nonrenewable resources
Standard - 4.3.7.B
Explain the distribution and management of natural resources.
- Differentiate between resource uses: conservation, preservation, and exploitation
Standard - 4.3.7.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.8: GRADE 8
Standard - 4.3.8.A
Compare and contrast alternative sources of energy.
Standard - 4.3.8.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.10: GRADE 10
Standard - 4.3.10.A
Evaluate factors affecting the use of natural resources.
- Evaluate the effect of consumer demands on the use of natural resources.
- Analyze how technologies such as modern mining, harvesting, and transportation equipment affect the use of our natural resources.
- Describe how local and state agencies manage natural resources.
Standard - 4.3.10.B
Analyze how humans manage and distribute natural resources.
- Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it.
- Analyze the impact of technology on the management, distribution, and disposal of natural resources.
- Standard Area - 4.3: Natural Resources
- 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 - 4.3.10.C
- 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 - 4.3: Natural Resources
- Grade Level - 4.3.12: GRADE 12
Standard - 4.3.12.A
Evaluate the advantages and disadvantages of using renewable and nonrenewable resources.
- Explain how consumption rate affects the sustainability of resource use.
- Evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels.
- Standard Area - 4.3: Natural Resources
- 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 - 4.3.12.B
Analyze factors that influence the local, regional, national, and global availability of natural resources.
- Compare the use of natural resources in different countries.
- Analyze the social, economic, and political factors that affect the distribution of natural resources (e.g., wars, political systems, classism, racism).
Standard - 4.3.12.C
- 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.
- Standard Area - 4.4: Agriculture and Society
- Grade Level - 4.4.PK: GRADE PK
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.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.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.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.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 - 4.4.5.E
- 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 - 4.4: 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 - 4.4.6.B
Analyze how soil types and geographic regions have impacted agriculture in Pennsylvania.
- 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 - 4.4.6.E
- 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 - 4.4: 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 - 4.4.7.B
Describe the economic importance of agriculture to society.
- 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 - 4.4.7.C
Investigate resources, their relation to land use, and their impact on the food and fiber system.
Standard - 4.4.7.D
Identify the positive and negative effects of technology used in agriculture and its effects on the food and fiber system and the environment over time.
Standard - 4.4.7.E
- Understand how theories are developed.
- dentify 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 - 4.4: 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 - 4.4.10.B
Analyze the effects of agriculture on a society’s economy, environment, standard of living, and foreign trade.
- 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 - 4.4.10.C
Analyze how agricultural sciences and technologies strive to increase efficiency while balancing the needs of society with the conservation of our natural resources.
Standard - 4.4.10.D
Evaluate the use of technologies to increase plant and animal productivity.
Standard - 4.4.10.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.
- rmulate 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 - 4.4.12: 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 - 4.4.12.B
Research and evaluate laws and policies that affect the food and fiber system.
- 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 - 4.4.12.C
Analyze research and development initiatives as they relate to agriculture.
Standard - 4.4.12.D
Describe how policies, regulations, and laws affect the technologies adopted in agriculture.
Standard - 4.4.12.E
- 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.
- Standard Area - 4.5: Humans and the Environment
- Grade Level - 4.5.PK: GRADE PK
Standard - 4.5.PK.B
Identify things in the natural environment that can be harmful to people, pets and other living things.
Standard - 4.5.PK.F
• 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.K: GRADE K
Standard - 4.5.K.B
Identify common pests in our homes, gardens and neighborhoods.
Standard - 4.5.K.C
Identify different types of pollution (land, water or air) and their sources.
Standard - 4.5.K.F
• 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.1: GRADE 1
Standard - 4.5.1.A
Identify resources humans use from the environment.
Standard - 4.5.1.B
Describe why people consider some insects, plants and other living things to be pests, and ways to control their population numbers.
Standard - 4.5.1.D
Identify where waste from the home, school and community goes for disposal.
Standard - 4.5.1.F
• 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.2: GRADE 2
Standard - 4.5.2.A
Identify the natural resources used to make various products.
Standard - 4.5.2.D
Describe how people can help the environment by reducing, reusing, recycling and composting.
Standard - 4.5.2.F
• 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.3:
GRADE 3
Standard - 4.5.3.A
Identify resources humans take from the environment for their survival.
Standard - 4.5.3.B
Define the term pest and identify various plants and animals that humans may call pests.
Standard - 4.5.3.C
Identify different types of pollution and their sources.
Standard - 4.5.3.D
Describe how waste is generated.
- Identify and propose a solution for a waste issue in the school setting (e.g., litter in the hallway).
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.3.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.4:
GRADE 4
Standard - 4.5.4.A
Identify how people use natural resources in sustainable and non-sustainable ways.
Standard - 4.5.4.B
Determine the circumstances that cause humans to identify an organism as a pest.
Standard - 4.5.4.C
Describe how human activities affect the environment.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.4.D
Describe a waste stream.
- Identify sources of waste derived from the use of natural resources.
- Identify those items that can be recycled and those that can not.
- Describe how everyday activities may affect the environment
- Standard Area - 4.5: Humans and the Environment
- Assessment Anchor - BIO.A.4:
Homeostasis and Transport
Eligible Content - BIO.A.4.1.1
Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.
Eligible Content - BIO.A.4.1.2
Compare and contrast the mechanisms that transport materials across the plasma membrane (i.e., passive transport -- diffusion, osmosis, facilitated diffusion; active transport -- pumps, endocytosis, exocytosis).
Eligible Content - BIO.A.4.1.3
Describe how endoplasmic reticulum, Golgi apparatus, and other membrane-bound cellular organelles facilitate transport of materials within cells.
Eligible Content - BIO.A.4.2.1
Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).
Standard - 4.5.4.E
Identify different ways human health can be affected by pollution.
Standard - 4.5.4.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.5:
GRADE 5
Standard - 4.5.5.C
Explain the difference between point and non-point source pollution.
Standard - 4.5.5.D
Explain how different items are recycled and reused.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.5.F
- Understand how theories are developed.
- entify 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.6:
GRADE 6
Standard - 4.5.6.A
Examine how historical events have shaped the sustainable use of natural resources.
Standard - 4.5.6.C
Identify key people and events that shaped the environmental history in the United States.
Standard - 4.5.6.D
Identify reasons why organisms become threatened, endangered, and extinct.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.6.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.7:
GRADE 7
Standard - 4.5.7.A
Describe how the development of civilization affects the use of natural resources.
- Compare and contrast how people use natural resources in sustainable and non-sustainable ways throughout the world.
Standard - 4.5.7.B
Describe the impact of pests in different geographic locations and techniques used to manage those pests.
- Identify introduced species that are classified as pests in their new environments.
- Research integrated pest management practices.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.7.C
Explain how human actions affect the health of the environment.
- Identify residential and industrial sources of pollution and their effects on environmental health.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.7.D
Describe the wastes derived from using resources, how the waste is managed, and the potential impact on the environment.
Standard - 4.5.7.E
Describe how length and degree of exposure to pollutants may affect human health.
- Identify diseases/ conditions that have been associated with exposure to pollutants
Standard - 4.5.7.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.8:
GRADE 8
Standard - 4.5.8.A
Explain how Best Management Practices (BMP) can be used to mitigate environmental problems.
Standard - 4.5.8.C
Describe how humans can reduce pollution.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.8.D
Compare and contrast waste generated from various sources of energy.
Standard - 4.5.8.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.10:
GRADE 10
Standard - 4.5.10.A
Explain how public policy encourages or discourages the sustainable use of natural resources.
- Research laws and polices that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).
Standard - 4.5.10.B
Describe the impact of integrated pest management practices on the environment.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.10.C
Analyze real-world data and explain how point and non-point source pollution can be detected and eliminated.
- Compare and contrast the environmental effects of different industrial strategies.
Standard - 4.5.10.D
Evaluate various methods of managing waste as related to economic, environmental, and technological factors.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.10.E
Describe the impact of occupational exposure to pollutants.
- Analyze laws and regulations designed to protect human health.
- Analyze efforts to prevent, control, and/or reduce pollution through cost and benefit analysis and risk management.
Standard - 4.5.10.F
- 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 - 4.5: Humans and the Environment
- Grade Level - 4.5.12:
GRADE 12
Standard - 4.5.12.A
Research how technology influences the sustainable use of natural resources.
- Analyze how consumer demands drive the development of technology enabling the sustainable use of natural resources.
Standard - 4.5.12.B
Evaluate pest management using methods such as cost/benefit analysis, cumulative effects analysis, environmental impact analysis, ethical analysis, and risk analysis.
- Standard Area - 4.5: Humans and the Environment
- 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 - 4.5.12.C
Analyze the costs and benefits of means to control pollution.
- Analyze the role of technology in the reduction of pollution.
- Research and analyze the local, state, and national laws that deal with point and non-point source pollution.
- Explain mitigation and its role in maintaining environmental health.
Standard - 4.5.12.D
Evaluate waste management practices.
- Analyze current solid waste regulations.
- Research the impact of new and emerging technologies in the use, reuse, recycling and disposal of materials.
- Evaluate ways that waste could be reduced during the production of specific product.
Standard - 4.5.12.E
Analyze how consumer demands promote the production of pollutants that affect human health.
Standard - 4.5.12.F
- 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.
