Click on the state link(s) to view the details...
Alabama...
| Grade | 9-12 | | Standard | 28 | Use taxonomic groupings to differentiate structures, life cycles, and major characteristics of each kingdom: Nonvascular plants; Vascular plants; Gymnosperms; Angiosperms; Invertebrates; Vertebrates; Protista - Examples: ciliates, flagellates, sarcodinas; Fungi - Examples: bread molds, penicillin, mildew; Monera (Bacteria) - Examples: archaebacteria, eubacteria. | | Benchmark | | |
| 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 | 9-10 | | 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. |
Arkansas...
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.14 | Interpret the functions of systems found in living organisms (e.g., circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune). |
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.9 | Analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature. |
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 | Uses a taxon to characterize organisms based on similar characteristics. |
| 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 | Examines the behavioral patterns of various organisms and learns the scheme of hierarchy at the kingdom level. |
| 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. |
Georgia...
| Grade | 9-12 | | Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. | | Benchmark | a | Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. |
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. |
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 | 3.7 | Students will demonstrate an understanding of structure, function, and diversity of organisms. | | Benchmark | 1 | There is a wide diversity of organisms which exhibit differences in structure and function. |
Kentucky...
| Grade | 8-11 | | Standard | SC-H-3.4.1 | Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. | | Benchmark | | |
| Grade | 8-11 | | Standard | SC-H-3.4.2 | The great diversity of organisms is the result of more than 3.5 billion years of biological change over time that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent from common ancestors. | | 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. |
Maine...
| 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. |
Minnesota...
| Grade | 9-12 | | Standard | IV.E | The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. | | Benchmark | 4 | The student will use biological evolution to explain the diversity of species. |
Mississippi...
| Grade | 9-12 | | Standard | 6 | Investigate concepts of natural selection as they relate to diversity of life. | | Benchmark | a | Analyze how organisms are classified into a hierarchy of groups and subgroups based on similarities and differences. |
Missouri...
| Grade | K-12 | | Standard | 3 | In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of characteristics and interactions of living organisms. | | Benchmark | | |
Montana...
| Grade | 9-12 | | Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. | | Benchmark | 5 | Apply a biological classification scheme to infer and discuss the degree of species divergence using local ecosystems. |
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. |
| 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 the theory of biological evolution to explain diversity of life |
Nevada...
| Grade | 9-12 | | Standard | 9.0 | Students understand that life forms change over time. | | Benchmark | 9.12.1 | Investigate and describe the basic idea of the theory of biological evolution is that through genetic and/or environmental influences the Earth’s present-day species developed from earlier, distinctly different, but common ancestors. |
| 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 | 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 | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. |
| 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 | 4.02 | Analyze the processes by which organisms representative of the following groups accomplish essential life functions including: Unicellular protists, annelid worms, insects, amphibians, mammals, non vascular plants, gymnosperms and angiosperms. Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development. |
North Dakota...
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.4 | Understand the theory of biological evolution. |
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. |
| Grade | 12 | | Standard | E | Explain the interconnectedness of the components of a natural system. | | Benchmark | 7 | Relate diversity and adaptation to structures and functions of living organisms at various levels of organization. |
Oklahoma...
| Grade | 9-12 | | Standard | 3 | Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards. | | Benchmark | 2 | Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. |
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 | 11-12 | | 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 | | |
| Grade | 9-10 | | 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 | | |
Rhode Island...
| Grade | 9-12 | | Standard | C2 | The degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. | | Benchmark | | |
South Dakota...
| Grade | 9-12 | | Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. | | Benchmark | | |
| Grade | 9-12 | | Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. | | Benchmark | | |
Texas...
| Grade | 9-12 | | Standard | 112.43.b.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 | V | Students will understand that biological diversity is a result of evolutionary processes. | | Benchmark | 3c | Explain how evolutionary relationships are related to classification systems. |
Vermont...
| Grade | 9-12 | | Standard | S9-12:39 | Students demonstrate their understanding of Evolution/Natural Selection by •??Applying the theory of Natural Selection to a scenario depicting change within a given population over time (through many generations) (e.g., bacterial resistance to antibiotics, neck of the giraffe, animal camouflage). | | Benchmark | a | The diversity of present-day organisms resulted from changes over time in many ancestral organisms. |
| Grade | 9-12 | | Standard | S9-12:32 | Students demonstrate their understanding of Differentiation by ??Predicting the change in an embryo, caused by disruption of the ectoderm or mesoderm or endoderm during embryonic development (e.g., Fetal Alcohol Syndrome, drugs, injury). AND ??Comparing the role of various sub-cellular units in unicellular organisms to comparable structures in multicellular organisms (i.e., oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms). | | Benchmark | b | Unicellular organisms lack differentiation, but sub-cellular units carry out all life functions. |
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. |
Washington...
| Grade | 9-12 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 1.3.9 | Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity. Describe the factors that drive natural selection (i.e., overproduction of offspring, genetic variability of offspring, finite supply of resources, competition for resources, and differential survival). Describe how natural selection and adaptation leads to organisms well suited for survival in particular environments. Describe the degree of evolutionary relationship between organisms based on biochemical, genetic, anatomical, fossil record similarities and differences. |
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 | 9-11 | | 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. |
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Customer Reviews:
"Previously, whenever surfing during a red tide, I've vaguely wondered what the heck I was actually floating in: now, thanks to 'The Biology of Algae,' I know with absolute certainty that I was amongst the dinoflagellates, which are more closely related to ciliated protists than to other forms of algae (a catchall term for various photosynthetic organisms). ...In addition to dinoflagellates, the program looks at the other evolutionary branches of algae, including red, green, brown, and euglendids-using both stock footage and excellent microscopic photography-while specific examples such as Spyrogyra (not the jazz band) or Euglena help pinpoint identifying characteristics. The DVD version also includes a study guide in DVD-ROM accessible PDF format. Recommended"
*** of **** Recommended E. Gieschen January/February 2005 (Volume 20, Issue 1), Video Librarian
Conveniently split into nine modules, Branches on the Tree of Life: Protists is a 45-minute DVD that describes how this group of single-celled eukaryotes is actually derived from diverse phylogentic branches and is currently undergoing reclassification.
The film opens with a definition of protist and is accompanied throughout by superbly photographed live organisms viewed under a light microscope. The narrator explains that an explosion in genetic information about protists has led to the requirement that they be reclassified. Eight more modules, each of which describes a single family of protists and the criteria used for defining that family, follow the introduction.
The film assumes some knowledge of biology: The viewer must be familiar with such terms as chloroplast, zygote, flagella, and microtubule. Thus, the program is most suitable for college-level students or teachers. However, it lacks enough detail to accompany more specialized undergraduate classes such as field biology or ecology.
One of the high points of the film is that it shows how specimens desired for microscopic examination may be collect from a pond or stream and kept in the classroom. The program is an excellent, quick reference guide to the identification of such specimens. A nice, additional feature at the end of the film is 22 minutes of footage without narration, for students who don't have access to a pond or a microscope to practice identification of the protists. College, Teaching Professional Acceptable AAAS Science Books & Films, September/October 2004
'The Biology of Protists is a 20-minute program with interesting footage of live cellular organisms in beautiful visual detail. The organisms are shown in their natural habitats and are not from laboratory-grown cultures. The narrator describes these eukaryotic and prokaryotic life-forms to a high degree of accuracy. The information emphasizes especially the type of movement the protists exhibit in their aquatic environments. There is much discussion of evolutionary links to other protists and to higher complex life-forms with respect to conjugation, the sexual reproduction of cells, and photosynthesis. The information presented in this program is excellent for seventh- and eighth-grade cell biology curriculums. The video can be viewed in the classroom, allowing time for discussion of euglenoids, diatoms, heliozoans, amoebae and paramecia after the class has viewed films on those organisms. Science Films and Books JH ++(two out of two) September/October 2004
"...Every organism shown in the video came from bird baths, local ponds, roadside ditches, or horse troughs. For classroom laboratories, protists collected from any of these habitats will thrive in jars of water if kept at room temperature and out of direct sunlight. The color photography of living organisms is superb and augments the narration. Music and sound effects are pleasant and add to the overall viewing experience. The video is designed for each module to be viewed independently, stopping for discussion, and then resuming the viewing to summarize the content. Laboratory observations of organisms such as parameciums and volvox will reinforce concepts outlined in the video."
"...The Biology of...series is a high quality product that supports classroom instruction with the concise, understandable facts enhanced by the visual images and graphics that support the concepts outlined in each section. This program would be suitable for junior and senior high schools, as well as beginning level college
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Branches on the Tree of Life: The Biology of... 