Click on the state link(s) to view the details...
Alabama...
| Grade | 9-12 | | Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. | | Benchmark | | |
Alaska...
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 12 | Distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems. (Diversity). |
Arizona...
| Grade | 9-12 | | Standard | 4 | Understand the scientific principles and processes involved in biological evolution. | | Benchmark | PO6 | Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. |
California...
| Grade | 9-12 | | Standard | 8 | Evolution is the result of genetic changes that occur in constantly changing environments. | | Benchmark | b | Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. |
Colorado...
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | Grade Level Expectation | Using and producing a variety of classification systems for organisms (for example, the five-kingdom classification, classification based on behavior). |
Connecticut...
| Grade | 10 | | Standard | 10.5 | Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.¨Mutations and recombination of genes create genetic variability in populations.¨Changes in the environment may result in the selection of organisms that are better able to survive and reproduce. | | Benchmark | D 42 | Describe how structural and behavioral adaptations increase organisms’ chances for survival in their environment. |
Delaware...
| Grade | 9-12 | | Standard | 7 | The natural world consists of a diversity of organisms that transmit their characteristics to future generations. Students will study how living things reproduce, develop, and transmit traits, and how theories of evolution explain the unity and diversity of species found on Earth. Students will also study how knowledge of genetics, reproduction, and development is being applied to improve agriculture and human health. | | Benchmark | 1 | Organisms are classified into a hierarchy of groups and subgroups, based on structural similarities and evolutionary relationships. |
District of Columbia...
| Grade | 9-12 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over time. | | Benchmark | Performance Standard | Observes, classifies, and examines the organization of body forms, from single-celled protists to colonial forms to complex multicellular organisms. |
Florida...
| Grade | 9-12 | | Standard | 2 | The student understands the process and importance of genetic diversity. | | Benchmark | SC.F.2.4.3 | Understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations
in a species and their ability to survive naturally in changing conditions and to increase species diversity. |
| Grade | 9-12 | | Standard | 1 | The student understands the competitive, interdependent, cyclic nature of living things in the environment. | | Benchmark | SC.G.1.4.1 | Knows of the great diversity and interdependence of living things. |
Hawaii...
| Grade | 9-12 | | Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. | | Benchmark | Grade Cluster Benchmark | Assess the genetic relationship between organisms. |
Idaho...
| Grade | 9-12 | | Standard | 652.01 | Understand the theory of biological evolution. | | Benchmark | d | Know that biological classifications are based on similarities, which reflect their evolutionary relationships. |
Illinois...
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.4c | Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry. |
| Grade | 9-10 | | Standard | B | Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Know and apply concepts that describe how living things interact with each other and with their environment. | | Benchmark | 12.B.4a | Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms. |
Indiana...
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.43 | Understand that and describe how organisms are influenced by a particular combination of living and nonliving components of the environment. |
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.46 | Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment. |
Iowa...
| Grade | 10-12 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 9-12 | | Standard | 3.3 | The student will understand biological evolution. | | Benchmark | 1 | The student understands understands biological evolution, descent with modification, is a scientific explanation for the history of the diversification of organisms from common ancestors. |
| Grade | 9-12 | | Standard | 3.7 | Students will demonstrate an understanding of structure, function, and diversity of organisms. | | Benchmark | 2 | Taxonomy is the systematic way in which organism are placed into a hierarchical classification system, according to their physical and genetic characteristics [and their evolutionary history.] |
| Grade | 9-12 | | Standard | 3.3 | The student will understand biological evolution. | | Benchmark | 4 | The student understands organisms vary widely within and between populations. Variation allows for natural
selection to occur. |
| Grade | 9-12 | | Standard | 3.3 | The student will understand biological evolution. | | Benchmark | 6 | The student understands biological evolution is used as a broad, unifying theoretical framework for biology. |
Kentucky...
| Grade | 8-12 | | Standard | SC-H-3.4.3 | Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes. | | Benchmark | | |
Louisiana...
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-C4 | Classifying organisms. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-C6 | Comparing and contrasting life cycles of organisms. |
Maine...
| Grade | 9-12 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 2 | Describe similarities and differences among organisms within each level of the taxonomic system for classifying organisms (kingdom through species). |
| Grade | 9-12 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 3 | Analyze the basic characteristics of living things, including their need for food, water, and gases and the ability to reproduce. |
Maryland...
| Grade | 9-12 | | Standard | 3.4 | The student will explain the mechanism of evolutionary change. | | Benchmark | 3.4.2 | The student will estimate degrees of relatedness among organisms or species. |
Massachusetts...
| Grade | 9-10 | | Standard | 5 | Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments. | | Benchmark | 5.3 | Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.) |
Michigan...
| Grade | 9-12 | | Standard | III.2 | All students will use classification systems to describe groups of living things. | | Benchmark | 1 | Classify major groups of organisms to the kingdom level. |
| Grade | 9-12 | | Standard | III.5 | All students will explain how parts of an ecosystem are related and how they interact. | | Benchmark | 1 | Describe common ecological relationships between and among species and their environments. |
Missouri...
| Grade | K-12 | | Standard | 3 | Characteristics and interactions of living organisms. | | Benchmark | | |
Nebraska...
| Grade | 9-12 | | Standard | 12.4.3 | By the end of twelfth grade, students will develop an understanding of the theory of biological evolution. | | Benchmark | Example Indicator | Investigate and use biological classifications based on similarities. |
Nevada...
| Grade | 9-12 | | Standard | 7.0 | Students understand that organisms respond to internal and external influences. | | Benchmark | 7.12.2 | Investigate and describe how plant and animals have mechanisms that allow them to respond to changes in their environment. |
| Grade | 9-12 | | Standard | 9.0 | Students understand that life forms change over time. | | Benchmark | 9.12.4 | Explain how the classification of species is based on similarities (e.g., structural, genetic, molecular) which indicate evolutionary relationships. |
New Hampshire...
| Grade | 7-10 | | Standard | 3a | Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection. | | Benchmark | Proficience Standard | Identify and give examples of representative life forms in the five kingdoms of living things. |
| Grade | 7-10 | | Standard | 3a | Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection. | | Benchmark | Proficiency Standard | Identify and describe similarities and differences among organisms of different, but closely related taxa (groups), e.g. conifers, rodents, big cats, etc. |
New Mexico...
| Grade | 9-12 | | Standard | II.II.I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 8 | Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species), including: classification of an organism into a category; similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities; similarities of organisms reflecting evolutionary relationships. |
New York...
| Grade | 9-12 | | Standard | 3 | Individual organisms and species change over time. | | Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
North Carolina...
| Grade | 9-12 | | Standard | 4 | The learner will develop an understanding of the unity and diversity of life. | | Benchmark | 4.01 | Analyze the classification of organisms according to their evolutionary relationships. |
North Dakota...
| Grade | 9-10 | | Standard | 1 | Students understand the unifying concepts and processes of science. | | Benchmark | 9-10.1.4 | Know how classification can be based on the relationship between form and function. |
Ohio...
| Grade | 10 | | Standard | E | Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. | | Benchmark | 12 | Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. |
Oregon...
| Grade | 9-12 | | Standard | Content Standard | Describe and analyze diversity of species, natural selection, and adaptations. | | Benchmark | Benchmark | Explain how biological evolution can account for the diversity of species developed over time. |
Pennsylvania...
| Grade | 10 | | Standard | 3.3.10.A | Explain the structural and functional similarities and differences found among living things. • Identify and characterize major life forms according to their placement in existing classification groups. • Explain the relationship between structure and function at the molecular and cellular levels. • Describe organizing schemes of classification keys. • Identify and characterize major life forms by kingdom, phyla, class and order. | | Benchmark | | |
| Grade | 12 | | Standard | 3.3.12.A | Explain the relationship between structure and function at all levels of organization. • Identify and explain interactions among organisms (e.g., mutually beneficial, harmful relationships). • Explain and analyze the relationship between structure and function at the molecular, cellular and organ-system level. • Describe and explain structural and functional relationships in each of the five (or six) kingdoms. Explain significant biological diversity found in each of the biomes. | | Benchmark | | |
South Carolina...
| Grade | 9-12 | | Standard | II.D.3 | Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years. | | Benchmark | a | Relate the terms of cooperation and competition to organisms within an ecosystem. |
| Grade | 9-12 | | Standard | II.C.3 | Biological classifications are based on how organisms are related. | | Benchmark | b | Analyze the complexity of classifying organisms based on structural adaptations, physiology, nutritional strategies, biochemical similarities, genetic similarities, embryological similarities, and methods of reproduction. |
South Dakota...
| Grade | 9-12 | | Standard | 1 | Analyze taxonomic groupings and major characteristics of the five kingdoms. | | Benchmark | | |
| Grade | 9-12 | | Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. | | Benchmark | | |
Tennessee...
| Grade | 9-12 | | Standard | 2.0 | The student will investigate how living things interact with one another and with non-living elements of their environment. | | Benchmark | 2.1 | Understand the nature of symbiotic relationships. |
| Grade | 9-12 | | Standard | 5.0 | The student will investigate the diversity of organisms by analyzing taxonomic systems, exploring diverse environments, and comparing life cycles. | | Benchmark | 5.3 | Integrate a comparative study of plant and animal anatomical structures so as to recognize relationships among organisms related to structural components, symmetry, metamorphosis, and alternation of generations. |
Texas...
| Grade | 9-12 | | Standard | 112.43.c.8 | The student knows applications of taxonomy and can identify its limitations. | | Benchmark | C | Identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. |
Utah...
| Grade | 9-12 | | Standard | I | Students will understand that living organisms interact with one another and their environment. | | Benchmark | 3a | Categorize relationships among living things according to predator-prey, competition, and symbiosis. |
Vermont...
| Grade | 9-12 | | Standard | S9-12:38 | Students demonstrate their understanding of Classification of Organisms by ??Developing a graphic representation that illustrates and compares the degree of molecular similarity among several species (e.g., DNA or amino acid sequences). | | Benchmark | a | Formal classification systems of organisms (Domain, Kingdom, Phylum…) are based upon molecular similarities and differences among organisms. |
Virginia...
| Grade | 9-12 | | Standard | BIO.5 | The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals, including humans. | | Benchmark | a | How their structures and functions vary between and within the kingdoms |
| Grade | 9-12 | | Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. | | Benchmark | a | Structural similarities among organisms. |
| Grade | 9-12 | | Standard | BIO.5 | The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals, including humans. | | Benchmark | c | Analyses of their responses to the environment. |
West Virginia...
| Grade | 10 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.10.4.11 | Relate the role of natural selection to the development, diversity and or extinction of a species. |
Wisconsin...
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.5 | Understand* the theory of evolution*, natural selection, and biological classification. |
Wyoming...
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 3 | Students explain how species evolve over time. They understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Students discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. They examine how different species are related by descent from common ancestors. Students are able to explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification. |
|
Branches on the Tree of Life: The Biology of... 