Free Hi-Res Posters
More Posters...
Your Cart
Your Cart is currently empty.
Series Selection
|
Advanced Search |
|
| Download Area |
Catalog
Branches on the Tree of Life: The Biology of...
The BRANCHES ON THE TREE OF LIFE: The Biology of... series of core curriculum programs explores the "deep branches" on the tree of life to reveal a modern view of the classification and phylogeny of each group studied in the biology curricula. The narrated programs feature new techniques of microscopy, animation, and photography to reveal the structure, process, and behavior in living things. All DVD programs include an illustrated PDF Teaching Guide. The most recent DVDs also contain an Image Bank of dynamic still photographs for use in lecture, discussion, and review. The narrated video programs are also available on VHS and Digital Media Files(DMF) formatted and licensed for your delivery system. For individual or single school building license purchase and download full play version here with a credit/debit card, for other licensing organizations or formats or to use a purchase order call 877.551.5355.
Branches on the Tree of Life: The Biology of...

Standards and Correlations Show Standards/Correlations...
Alabama...
Alaska...
Arizona...
Arkansas...
California...
Colorado...
Connecticut...
Delaware...
District of Columbia...
Florida...
Georgia...
Hawaii...
Idaho...
Illinois...
Indiana...
Iowa...
Kansas...
Kentucky...
Louisiana...
Maine...
Maryland...
Massachusetts...
Michigan...
Minnesota...
Mississippi...
Missouri...
Montana...
Nebraska...
Nevada...
New Hampshire...
New Jersey...
New Mexico...
New York...
North Carolina...
North Dakota...
Ohio...
Oklahoma...
Oregon...
Pennsylvania...
Rhode Island...
South Carolina...
South Dakota...
Tennessee...
Texas...
Utah...
Vermont...
Virginia...
Washington...
West Virginia...
Wisconsin...
Wyoming...
| The Biology of Algae | ||
| 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 | ||
| The Biology of Algae | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Annelids | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Arthropods | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Cnidarians | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Flatworms | ||
| 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 | ||
| The Biology of Flatworms | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Fungi | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Molluscs | ||
| 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 | ||
| The Biology of Molluscs | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Plants | ||
| 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 | ||
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Protists | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Sponges | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Viruses & Bacteria | ||
| 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 | ||
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 42 | Describe structure and characteristics of viruses as they relate to living systems. |
| Benchmark | ||
| The Biology of Algae | ||
| 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). |
| The Biology of Annelids | ||
| 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). |
| The Biology of Arthropods | ||
| 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). |
| The Biology of Chordates | ||
| 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). |
| The Biology of Cnidarians | ||
| 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). |
| The Biology of Echinoderms | ||
| 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). |
| The Biology of Flatworms | ||
| 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). |
| The Biology of Fungi | ||
| 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). |
| The Biology of Molluscs | ||
| 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). |
| The Biology of Plants | ||
| 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). |
| The Biology of Protists | ||
| 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). |
| The Biology of Rotifers and Nematodes | ||
| Grade | 9-12 | |
| 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). |
| The Biology of Sponges | ||
| 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). |
| The Biology of Viruses & Bacteria | ||
| 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). |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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). |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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). |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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). |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Cnidarians | ||
| 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). |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Flatworms | ||
| 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). |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Molluscs | ||
| 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). |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. |
| Benchmark | LS.2.15 | Compare cells from different parts of plants including roots, stems, and leaves, to show specialization of structure and function. |
| The Biology of Protists | ||
| 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). |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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). |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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). |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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). |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. |
| Benchmark | LS.2.16 | Draw and label the structures of viruses. Relate the structure of viruses to their abilities in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. |
| Benchmark | f | Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| 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). |
| The Biology of Annelids | ||
| 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). |
| The Biology of Arthropods | ||
| 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). |
| The Biology of Chordates | ||
| 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). |
| The Biology of Cnidarians | ||
| 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). |
| The Biology of Echinoderms | ||
| 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). |
| The Biology of Flatworms | ||
| 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). |
| The Biology of Fungi | ||
| 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). |
| The Biology of Molluscs | ||
| 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). |
| The Biology of Protists | ||
| 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). |
| The Biology of Rotifers and Nematodes | ||
| 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). |
| The Biology of Sponges | ||
| 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). |
| The Biology of Viruses & Bacteria | ||
| 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). |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | DINQ6 | Use appropriate tools and techniques to make observations and gather data. |
| Benchmark | ||
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 10 | |
| Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell |
| Benchmark | D29 | Describe the flow of matter and energy in the processes of photosynthesis and cell respiration. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| Grade | 10 | |
| Standard | 10.2 | Microorganisms have an essential role in life processes and cycles on Earth |
| Benchmark | D31 | Describe the differences in the structure of yeasts, bacteria and viruses. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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 currently classified into five kingdoms (monera, protista, fungi, plantal, animalia) based on similarities in structure and behavior. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | 1 | The practice of science and the development of technology are critical pursuits of our society. These pursuits have involved diverse people throughout history and have led to continuous improvement in the quality of life and in our understanding of nature. Students will study the processes of scientific inquiry and technology development and the history and context within which these have been carried out. |
| Benchmark | 3 | Tools and technologies extend human capabilities to perform investigations in more detail and with greater accuracy and improved precision. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-10 | |
| Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. |
| Benchmark | 2 | Plant cells contain plastids which convert light energy into chemical energy through the process of photosynthesis. This chemical energy is used by the plants to convert carbon dioxide and water into high energy food molecules such as lipids and carbohydrates. Photosynthesis adds oxygen to the atmosphere and removes CO2 . |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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 and describes chloroplasts of cells and investigates and explains how cells trap sunlight and converts light energy; |
| The Biology of Plants | ||
| 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 | Identifies factors that influence rates of photosynthesis. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 1 | The student understands the competitive, interdependent, cyclic nature of living things in the environment. |
| Benchmark | SC.G.1.3.5 | Knows that life is maintained by a continuous input of energy from the sun and by the recycling of the atoms that make up the molecules of living organisms. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | SCSh2 | Students will use standard safety practices for all classroom laboratory and field investigations. |
| Benchmark | a | Follow correct procedures for use of scientific apparatus. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | SB4 | Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. |
| Benchmark | e | Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. |
| Benchmark | Grade Cluster Benchmark | Analyze the interdependence within and between terrestrial, aquatic and atmospheric systems. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 653.01 | Understand the relationship between matter, energy, and organization to trace matter as it cycles and energy as it flows through living systems and between living systems and the environment. |
| Benchmark | c | Know that the energy for life is primarily derived from the sun through photosynthesis. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Algae | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Algae | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Annelids | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Annelids | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Annelids | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Arthropods | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Arthropods | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Arthropods | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Chordates | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Chordates | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Chordates | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Cnidarians | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Cnidarians | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Cnidarians | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Echinoderms | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Echinoderms | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Echinoderms | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Flatworms | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Flatworms | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Flatworms | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Fungi | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Fungi | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Fungi | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Molluscs | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Molluscs | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Molluscs | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Plants | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Plants | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Plants | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Protists | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Protists | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Protists | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Rotifers and Nematodes | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Rotifers and Nematodes | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Rotifers and Nematodes | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Sponges | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Sponges | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Sponges | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Viruses & Bacteria | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Viruses & Bacteria | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| The Biology of Viruses & Bacteria | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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.] |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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.] |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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.] |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. |
| Benchmark | 4 | Some plant cells contain chloroplasts, which are the sites of photosynthesis. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| Grade | 8-11 | |
| Standard | SC-H-3.1.5 | Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems. |
| Benchmark | ||
| The Biology of Algae | ||
| 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 | ||
| The Biology of Algae | ||
| 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 | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Chordates | ||
| 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 | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Echinoderms | ||
| 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 | ||
| The Biology of Flatworms | ||
| 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 | ||
| The Biology of Flatworms | ||
| 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 | ||
| The Biology of Fungi | ||
| 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 | ||
| The Biology of Molluscs | ||
| 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 | ||
| The Biology of Plants | ||
| Grade | 8-11 | |
| Standard | SC-H-3.1.5 | Plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems. |
| Benchmark | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Viruses & Bacteria | ||
| 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 | ||
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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-C7 | Comparing viruses to cells. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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). |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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). |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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). |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Chordates | ||
| 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.) |
| The Biology of Echinoderms | ||
| 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.) |
| The Biology of Fungi | ||
| 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.) |
| The Biology of Plants | ||
| Grade | 9-10 | |
| Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. |
| Benchmark | 2.6 | Identify the reactants and products in the general reaction of photosynthesis. |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: |
| Benchmark | ||
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | IV.B | The student will classify, compare and contrast the diversity of organisms on Earth and their modes of accommodating the requirements for life. |
| Benchmark | 1 | The student will relate the structure, complexity and organization of organ systems to the methods of obtaining, transforming, releasing and eliminating the matter and energy used to sustain the organism. |
| The Biology of Flatworms | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | I.D | The student will recognize the historical and cultural context of scientific endeavors and how they influence each other. |
| Benchmark | 1 | The student will be able to trace the development of a scientific advancement, invention or theory and its impact on society. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | 1 | Utilize critical thinking and scientific problem solving in designing and performing biological research and experimentation. |
| Benchmark | a | Demonstrate the proper use and care for scientific equipment used in biology. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 6 | Investigate concepts of natural selection as they relate to diversity of life. |
| Benchmark | c | Differentiate among major divisions of the plant and animal kingdoms (vascular/non-vascular; vertebrate/invertebrate). |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 6 | Investigate concepts of natural selection as they relate to diversity of life. |
| Benchmark | d | Compare the structures and functions of viruses and bacteria relating their impact on other living organisms. |
| The Biology of Algae | ||
| 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 | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Chordates | ||
| Grade | K-12 | |
| Standard | 3 | Characteristics and interactions of living organisms. |
| Benchmark | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Echinoderms | ||
| Grade | K-12 | |
| Standard | 3 | Characteristics and interactions of living organisms. |
| Benchmark | ||
| The Biology of Flatworms | ||
| Grade | K-12 | |
| Standard | 3 | Characteristics and interactions of living organisms. |
| Benchmark | ||
| The Biology of Fungi | ||
| Grade | K-12 | |
| Standard | 3 | Characteristics and interactions of living organisms. |
| Benchmark | ||
| The Biology of Molluscs | ||
| 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 | ||
| The Biology of Plants | ||
| 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 | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Viruses & Bacteria | ||
| 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 | ||
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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 |
| The Biology of Annelids | ||
| 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. |
| The Biology of Annelids | ||
| 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 |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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 |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Cnidarians | ||
| 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 |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Flatworms | ||
| 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 |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Molluscs | ||
| 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 |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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 |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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 |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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 |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 6.0 | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. |
| Benchmark | 6.12.5 | In photosynthesis, plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water to form energy rich compounds and oxygen. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
| Benchmark | B1 | Explain that through evolution the Earth's present species developed from earlier distinctly different species. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
| Benchmark | A2 | Explain how plants convert light energy to chemical energy. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
| Benchmark | A3 | Describe how plants produce substances high in energy content that become the primary source of energy for life. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
| Benchmark | A4 | Relate disease in humans and other organisms to infections or intrinsic failures of system. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| 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 | 7 | Understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide, and water into chemical energy). |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Annelids | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Arthropods | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Cnidarians | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Flatworms | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Fungi | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Molluscs | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Rotifers and Nematodes | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Sponges | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. |
| Benchmark | 2.05 | Investigate and analyze the bioenergetic reactions: Aerobic Respiration. Anaerobic Respiration. Photosynthesis. |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| Grade | 10 | |
| Standard | F | Explain the structure and function of ecosystems and relate how ecosystems change over time. |
| Benchmark | 15 | Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 10 | |
| Standard | D | Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). |
| Benchmark | 10 | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). |
| The Biology of Plants | ||
| Grade | 12 | |
| Standard | A | Explain how processes at the cellular level affect the functions and characteristics of an organism. |
| Benchmark | 3 | Explain that the sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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 | 1 | Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures). |
| The Biology of Protists | ||
| 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. |
| The Biology of Algae | ||
| Grade | 9-12 | |
| Standard | Content Standard | Explain and analyze the interdependence of organisms in their natural environment. |
| Benchmark | Benchmark | Describe and analyze the effect of species, including humans, on an ecosystem. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Light Microscope: Window on a Microcosm | ||
| Grade | 9-12 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Explain how the development of tools and technology, including microscopes, has aided in the understanding of cells and microbes. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | Content Standard | Explain and analyze the interdependence of organisms in their natural environment. |
| Benchmark | Benchmark | Describe and analyze the effect of species, including humans, on an ecosystem. |
| The Biology of Algae | ||
| 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 | ||
| The Biology of Algae | ||
| 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 | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Annelids | ||
| 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 | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Arthropods | ||
| 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 | ||
| The Biology of Chordates | ||
| 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 | ||
| The Biology of Chordates | ||
| 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 | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Cnidarians | ||
| 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 | ||
| The Biology of Echinoderms | ||
| 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 | ||
| The Biology of Echinoderms | ||
| 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 | ||
| The Biology of Flatworms | ||
| 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 | ||
| The Biology of Flatworms | ||
| 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 | ||
| The Biology of Fungi | ||
| 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 | ||
| The Biology of Fungi | ||
| 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 | ||
| The Biology of Molluscs | ||
| 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 | ||
| The Biology of Molluscs | ||
| 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 | ||
| The Biology of Plants | ||
| 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 | ||
| The Biology of Plants | ||
| 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 | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Rotifers and Nematodes | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Viruses & Bacteria | ||
| 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 | ||
| The Biology of Viruses & Bacteria | ||
| 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 | ||
| The Biology of Algae | ||
| 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 | ||
| The Biology of Protists | ||
| 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 | ||
| The Biology of Sponges | ||
| 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 | ||
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | II.E.1 | The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. |
| Benchmark | a | Summarize the basic process by which photosynthesis converts solar energy into chemical energy (food molecules). |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | II.A.5 | Cells can differentiate and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell form an embryo in which the cells multiply. |
| Benchmark | b | Describe how organs and systems in both plants and animals function. *[This concept has been taught at a previous grade level]. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | II.C.3 | Biological classifications are based on how organisms are related. |
| Benchmark | c | Justify why many scientists group viruses in a category separate from living things. |
| The Biology of Algae | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Annelids | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Arthropods | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 1 | Analyze taxonomic groupings and major characteristics of the five kingdoms. |
| Benchmark | ||
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Cnidarians | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | 1 | Analyze taxonomic groupings and major characteristics of the five kingdoms. |
| Benchmark | ||
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Flatworms | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Fungi | ||
| Grade | 9-12 | |
| Standard | 1 | Analyze taxonomic groupings and major characteristics of the five kingdoms. |
| Benchmark | ||
| The Biology of Fungi | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Molluscs | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 5 | Analyze the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. |
| Benchmark | ||
| The Biology of Protists | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Protists | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Rotifers and Nematodes | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Sponges | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 2 | Compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. |
| Benchmark | ||
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. |
| Benchmark | 3.1 | Identify the reactants and products of photosynthesis and respiration. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 2..0 | The student will investigate the relationship and interaction between living organisms and their environment. |
| Benchmark | 2.6 | Contrast different types of symbiotic relationships. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Plants | ||
| Grade | 9-12 | |
| Standard | 112.43.b.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. |
| Benchmark | C | Analyze and identify characteristics of plant systems and subsystems. |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 112.43.b.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. |
| Benchmark | C | Compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 112.43.c.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. |
| Benchmark | C | Compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts. |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | 112.43.b.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. |
| Benchmark | D | Identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Annelids | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Arthropods | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Chordates | ||
| 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 |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Chordates | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | c | Comparison of developmental stages in different organisms. |
| The Biology of Cnidarians | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Echinoderms | ||
| 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 |
| The Biology of Echinoderms | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Fungi | ||
| 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 |
| The Biology of Fungi | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Plants | ||
| 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 |
| The Biology of Plants | ||
| 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. |
| The Biology of Protists | ||
| 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 |
| The Biology of Protists | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Rotifers and Nematodes | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Sponges | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Viruses & Bacteria | ||
| 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 |
| The Biology of Viruses & Bacteria | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| The Biology of Viruses & Bacteria | ||
| 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. |
| The Biology of Viruses & Bacteria | ||
| 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 | f | How viruses compare with organisms. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| Grade | 9-10 | |
| 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. |
| The Biology of Echinoderms | ||
| Grade | 9-10 | |
| 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. |
| The Biology of Plants | ||
| Grade | 9 | |
| Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. |
| Benchmark | 1.3.8 | Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated. Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. Describe how individual cells break down energy-rich molecules to provide energy for cell functions. |
| The Biology of Protists | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Cnidarians | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Flatworms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Molluscs | ||
| 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. |
| The Biology of Plants | ||
| Grade | 11-12 | |
| 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 | AB.4.6 | Explore capture and release of energy as demonstrated by photosynthesis, cellular respiration, fermentation, and the role of coenzymes and vitamins. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Algae | ||
| 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. |
| The Biology of Algae | ||
| 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.12.7 | Investigate how organisms both cooperate and compete in ecosystems. |
| The Biology of Annelids | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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. |
| The Biology of Sponges | ||
| 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.12.7 | Investigate how organisms both cooperate and compete in ecosystems. |
| The Biology of Viruses & Bacteria | ||
| 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.12.7 | Investigate how organisms both cooperate and compete in ecosystems. |
| The Biology of Algae | ||
| 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. |
| The Biology of Arthropods | ||
| 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. |
| The Biology of Chordates | ||
| 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. |
| The Biology of Echinoderms | ||
| 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. |
| The Biology of Fungi | ||
| 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. |
| The Biology of Protists | ||
| 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. |
| The Biology of Rotifers and Nematodes | ||
| 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. |
| The Biology of Sponges | ||
| 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...
|
The Biology of Plants
NEW!
Clear graphic animation is used to describe the molecular-level mechanisms of photosynthesis. Major plant groups are featured in this program, including mosses, liverworts, ferns, horsetails, and the seed plants (gymnosperms and flowering plants). This is a good general introduction to the members of the green kingdom and their life cycles.
|
|
The Biology of Sponges
Imagine an animal with no mouth, no digestive system, no excretory or circulatory organs, no brain nor nervous system, and no movement as an adult. In spite of their simple nature, sponges are actually one of the most fascinating animal phyla, when viewed in developmental, ecological, and evolutionary terms. Through animations and timelapse microscopy, this program clarifies the structure, function, classification, and ecological roles of sponges.
|
|
The Biology of Protists
The term "protist" covers a wide range of microscopic organisms formerly clumped into "Kingdom Protista." New molecular analyses show that the protistan lines of evolution go so far back in time they can be considered as different kingdoms of life. Through stunning photography of living protists, students are introduced to amoebas, flagellates, algae, and the elegant ciliated protists in ten learning modules.
|
|
The Biology of Viruses & Bacteria
This program describes the discovery of viruses and their structure, how viruses are studied, how they infect their hosts, and how they replicate. Details are provided on the T-4 bacteriophage and retroviruses such as HIV.
|
|
The Biology of Algae
The term algae is a catchall for several evolutionary lines of photosynthetic organisms: dinoflagellates, red algae (plastids with chlorophyll A), diatoms, yellow-brown algae and brown algae (chlorophylls A and C), and green algae (chlorophylls A and B). This program explores the diversity, structure, ecological roles, and modern classification of these vital primary producers.
|
|
The Biology of Fungi
Fungi explores the structure, life cycles, ecology, classification, and evolutionary relationships of four major lines of fungi: Chytrids, Zygomycetes (various molds), Ascomycetes (yeasts, cup fungi, and most lichens), and Basidiomycetes (rusts and mushrooms). Emphasis is on adaptations and reproductive mechanisms.
|
|
The Light Microscope: Window on a Microcosm
NEW! This program demonstrates techniques for using a student microscope to achieve spectacular images. Emphasis is on correct lighting procedures and the techniques required for viewing living cells. |
|
The Biology of Cnidarians
The program begins with a remarkable series of observations on Hydra including: habitat, structure, feeding, nematocyst discharge, locomotion (by looping), and its sexual and asexual reproductive strategies. Obelia illustrates the two-stage life cycle found in many cnidarians. Examining the biology of jellyfish (class Scyphozoa), sea anemones, and corals (class Anthozoa) rounds out our treatment of phylum Cnidaria.
|
|
The Biology of Flatworms
This program shows the structure, behavior, and life cycles of planarians and their free-living relatives (class Turbellaria). It illustrates the bizarre life cycles of flukes (class Trematoda) and tapeworms (class Cestoda) with detailed animations and revealing images of these parasites in action.
|
|
The Biology of Rotifers and Nematodes
The diversity of rotifers is stunning, and this program shows many different species. Planktonic rotifers have special adaptations for open water life. Nematodes (round-worms) include a number of important human parasites, seldom seen but easily found. Tree moss, leaf litter, and compost piles swarm with nematodes.
|
|
The Biology of Annelids
Worms with segmented bodies make up the Phylum Annelida. This program explores the three classes of annelids: Class Polychaeta (feeding, locomotion, and larval stages), Class Oligochaeta (lifestyles, feeding adaptations, and anatomy of freshwater oligochaetes and earth worms), and Class Hirudinea (leeches, crayfish, and worms show adaptations for commensal, parasitic, and scavenger lifestyles). DNA evidence places annelids close to the molluscs on the tree of life.
|
|
The Biology of Echinoderms
Echinoderms are one branch of the deuterostome line of animal evolution, the branch to which Chordates also belong. Narrated modules cover phylum characteristics and key biological details for five classes: sea stars, brittle stars and basket stars, sea urchins and sand dollars (including developmental stages), sea cucumbers, and crinoids (feather stars).
|
|
The Biology of Molluscs
Phylum Mollusca is the second most diverse phylum of animals, with over 100,000 known species. First examined are the basic characteristics of the phylum - a soft body, muscular foot, mantle cavity with gill, and hard calcified shell. The four most familiar classes of molluscs (chitons; gastropods, bivalves, and cephalopods) are studied in depth, viewing structure, life history, adaptations, and ecological interactions.
|
|
The Biology of Chordates
The Phylum Chordata includes tunicates, sea lancelets, hagfish, and all familiar vertebrate animals. This program explores how these seemingly diverse animals evolved and how the group is unified by four characteristic structures: a hollow dorsal nerve chord, a supportive notochord, gill slits, and a post-anal tail. Key milestones in vertebrate evolution included improvements in swimming and feeding, the evolution of paired fins and a primitive lung, movement onto the land, and the amniotic egg.
|
|
The Biology of Arthropods
Phylum Arthropoda is the most luxuriant branch on the tree of life. This program covers phylum characteristics and three major arthropod classes: Crustaceans (copepods, waterfleas, branchiopods, decapods, and barnacles), Chelicerates (scorpions, pseudoscorpions, spiders, ticks, and mites), Uniramians (centipedes, millipedes, and insects). In each section the focus is on adaptations, life cycles, and evolutionary relationships.
|
Recently Viewed Products
- The Light Microscope: Window on a Microcosm (Category: Branches on the Tree of Life: The Biology of...)
- The Biology of Viruses & Bacteria (Category: Branches on the Tree of Life: The Biology of...)
- The Biology of Rotifers and Nematodes (Category: Branches on the Tree of Life: The Biology of...)
- The Biology of Protists (Category: Branches on the Tree of Life: The Biology of...)

