Click on the state link(s) to view the details...
Alabama...
| Grade | 5 | | Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. | | Benchmark | | |
| Grade | 5 | | Standard | 24 | Describe a variety of ecosystems. | | Benchmark | | |
| Grade | 5 | | Standard | 25 | Identify the effects of biotic (living) and abiotic (nonliving) components on ecosystems: Biotic--plants, animals (including humans), Abiotic--light, temperature ranges, soil composition. | | Benchmark | | |
| Grade | 5 | | Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. | | Benchmark | | |
| Grade | 6 | | Standard | 27 | Identify different types of single-cell organisms: Protists, Bacteria. | | Benchmark | | |
| Grade | 6 | | Standard | 28 | Explain the basic life functions of single-cell organisms: Movement, Growth and repair, Reproduction, Ingestion, Digestion, Respiration, Excretion. | | Benchmark | | |
| Grade | 6 | | Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. | | Benchmark | | |
| Grade | 6 | | Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. | | Benchmark | | |
| Grade | 7 | | Standard | 30 | Relate needs to structures within cells of plants and animals: Energy capture and release, Transport of materials, Information feedback, Waste disposal, Reproduction, Movement. | | Benchmark | | |
| Grade | 7 | | Standard | 37 | Identify the sun as the source of energy for all organisms. | | Benchmark | | |
| Grade | 7 | | Standard | 38 | Analyze ways by which matter and energy flow through an ecosystem: Photosynthesis, Cellular respiration, Food chain, Food web, Energy pyramid. | | Benchmark | | |
Alaska...
| Grade | K-12 | | Standard | A | A student should be able to acquire a core knowledge related to well-being. | | Benchmark | 14 | Understand the interdependence between living things and their environments. |
Arizona...
| Grade | 6 | | Standard | 3 | Analyze the relationships among various organisms and their environment. | | Benchmark | PO 1 | Compare food chains in a specified ecosystem and their corresponding food web. |
| Grade | 7 | | Standard | 3 | Analyze the relationships among various organisms and their environment. | | Benchmark | PO 2 | Explain how organisms obtain and use resources to develop and thrive in:· niches, predator/prey relationships. |
Arkansas...
| Grade | 5-8 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.11 | Analyze ecosystems in terms of population relationships, food webs, energy flow, and biotic succession. |
| Grade | 5-8 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.5 | Explain life cycles of various organisms. |
| Grade | 5-8 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.9 | Explain how physical and/or behavioral characteristics of organisms help them to adapt and survive in their environments. |
California...
| Grade | 5 | | Standard | 2 | Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. | | Benchmark | f | Students know plants use carbon dioxide (CO 2 and energy from sunlight to build molecules of sugar and release oxygen. |
| Grade | 6 | | Standard | 5 | Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. | | Benchmark | a | Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs. |
| Grade | 6 | | Standard | 5 | Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. | | Benchmark | c | Students know populations of organisms can be categorized by the functions they serve in an ecosystem. |
Colorado...
| Grade | 5-8 | | 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 Expectations | Explaining the interaction and interdependence of nonliving and living components within ecosystems. |
| Grade | 5-8 | | Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. | | Benchmark | Grade Level Expectations | Describing the basic processes of photosynthesis and respiration and their importance to life. |
Connecticut...
| Grade | 6 | | Standard | 6.2 | An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. | | Benchmark | C4 | Describe how abiotic factors such as temperature, water and sunlight affect plants’ ability to create their own food through photosynthesis. |
Delaware...
| Grade | 6-8 | | Standard | 1 | Plants make their food by the process of photosynthesis. Using light energy, green plants convert water and carbon dioxide into energy-rich simple sugars and oxygen. Sugar is the source of food used by most plants, and ultimately, by all other consumers. Oxygen produced during photosynthesis is required for the survival of most plants and animals. | | Benchmark | | |
| Grade | 6-8 | | Standard | 1 | All organisms obtain and use resources to grow, reproduce, and maintain a relatively stable environment while living in a constantly changing external environment. Regulation of an organism’s internal environment involves sensing external changes in the environment and changing physiological activities to keep within the range required to survive. | | Benchmark | | |
| Grade | 6-8 | | Standard | 2 | All living things obtain energy from food. Energy is needed for living cells to carry out all the processes of life such as growing, disposing of wastes, making new cells, and using food. | | Benchmark | | |
District of Columbia...
| Grade | 6-8 | | 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 | Identify inter-relationships between organisms within an environment and the influence of physical conditions on survival. |
Florida...
| Grade | 6-8 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.3.1 | Understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. |
| Grade | 6-8 | | 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. |
Georgia...
| Grade | 7 | | Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. | | Benchmark | b | Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. |
Hawaii...
| Grade | 6-8 | | Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. | | Benchmark | Grade Cluster Benchmark | Compare and contrast the body structures of organisms that contribute to their ability to survive and reproduce. |
| Grade | 6-8 | | Standard | 5 | Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. | | Benchmark | Grade Cluster Benchmark | Illustrate and explain the relationships among producers, consumers, and decomposers in a food web. |
| Grade | 6-8 | | Standard | 6 | Students trace the cycling of matter and the flow of energy through systems of living things. | | Benchmark | Grade Cluster Benchmark | Explain how plants use the energy from sunlight and matter from the atmosphere to make food that can be used for fuel or building materials. |
Idaho...
| Grade | 5 | | Standard | 608.01 | 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 | a | Know that the energy for life is primarily derived from the sun through photosynthesis. |
| Grade | 6 | | Standard | 623.01 | 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 | a | Know that the energy for life is primarily derived from the sun through photosynthesis. |
| Grade | 7-8 | | Standard | 638.01 | 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 | a | Know that the energy for life is primarily derived from the sun through photosynthesis. |
| Grade | 7-8 | | Standard | 638.01 | 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 | b | Know that the distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy. |
Illinois...
| Grade | 4-6 | | 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.2b | Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature). |
| Grade | 7-8 | | Standard | A | Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.3c | Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells). |
| Grade | 7-8 | | 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.3a | Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid. |
Indiana...
| Grade | 5 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 5.4.7 | Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. |
| Grade | 6 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 6.4.10 | Describe how life on Earth depends on energy from the sun. |
| Grade | 6 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 6.4.3 | Describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce. |
| Grade | 6 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 6.4.9 | Recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer/consumer, predator/prey, or parasite/host. |
| Grade | 7 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 7.4.2 | Describe that all organisms, including the human species, are part of and depend on two main interconnected global food webs, the ocean food web and the land food web. |
| Grade | 7 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 7.4.7 | Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use. |
| Grade | 7 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 7.4.8 | Describe how organisms that eat plants break down the plant structures to produce the materials and energy that they need to survive, and in turn, how they are consumed by other organisms. |
| Grade | 8 | | Standard | 4 | Students learn about an increasing variety of organisms - familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments. | | Benchmark | 8.4.5 | Explain that energy can be transferred from one form to another in living things. |
Iowa...
| Grade | 3-5 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 3-5 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 5-8 | | Standard | 4 | The students will identify and relate interactions of populations of organisms within an ecosystem. | | Benchmark | 1 | Recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem having limiting factors which contribute to the growth, decline, and survival of each species. |
| Grade | 5-8 | | Standard | 4 | The students will identify and relate interactions of populations of organisms within an ecosystem. | | Benchmark | 2 | Traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis – chemical energy) to consumers and decomposers in food webs. |
Kentucky...
| Grade | 5-7 | | Standard | SC-M-3.5.2 | Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers because they make their own food. All animals, including humans, are consumers, and obtain their food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. | | Benchmark | | |
| Grade | 5-7 | | Standard | SC-M-3.5.3 | For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. | | Benchmark | | |
Louisiana...
| Grade | 5-8 | | 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-M-A3 | Observing and analyzing the growth and development of selected organisms, including a seed plant, an insect with complete metamorphosis, and an amphibian. |
| Grade | 5-8 | | 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-M-A4 | Describing the basic processes of photosynthesis and respiration and their importance to life. |
| Grade | 5-8 | | 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-M-C2 | Modeling and interpreting food chains and food webs. |
Maine...
| Grade | 5-8 | | Standard | B | Students will understand how living things depend on one another and on non-living aspects of the environment. | | Benchmark | 1 | Describe in general terms the chemical processes of photosynthesis and respiration. |
| Grade | 5-8 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 3 | Describe some structural and behavioral adaptations that allow organisms to survive in a changing environment. |
| Grade | 5-8 | | Standard | B | Students will understand how living things depend on one another and on non-living aspects of the environment. | | Benchmark | 4 | Generate examples of the variety of ways that organisms interact (e.g., competition, predator/prey, parasitism/mutualism). |
Maryland...
| Grade | 5 | | Standard | 3.D.2 | Recognize and explain that some source of energy is needed for all organisms to grow, survive, and reproduce. | | Benchmark | a | Identify the sun as the primary source of energy for organisms. |
| Grade | 5 | | Standard | 3.E.1 | Recognize and explain that individuals and groups of organisms interact with each other and their environment. | | Benchmark | a | Identify and describe the interactions of organisms present in an environment: Competition for space, food, and water; Predator / prey; Food chain; Producer / consumer / decomposer. |
| Grade | 5 | | Standard | 3.D.2 | Recognize and explain that some source of energy is needed for all organisms to grow, survive, and reproduce. | | Benchmark | b | Recognize that plants use the sun's energy to produce their own food. |
| Grade | 6 | | Standard | 3.E.1 | Identify and describe that within ecosystems, organisms have different roles and functions. | | Benchmark | a | Identify and describe the roles and relationships within a food web: Competitive vs. mutually helpful; Flow of matter : producer / consumer / decomposer/ scavenger; Flow of energy: producer / consumer / decomposer / scavenger. |
| Grade | 7 | | Standard | 3.D.2 | Recognize and explain the relationship between photosynthesis and cellular respiration. | | Benchmark | a | Recognize that green plants use carbon dioxide and water in the presence of sunlight to make food (sugar). |
Massachusetts...
| Grade | 6-8 | | Standard | 13 | Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive. | | Benchmark | | |
| Grade | 6-8 | | Standard | 14 | Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. | | Benchmark | | |
| Grade | 6-8 | | Standard | 16 | Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. | | Benchmark | | |
Michigan...
| Grade | 5-8 | | Standard | III.2.3 | Describe evidence that plants make and store food. | | Benchmark | | |
| Grade | 5-8 | | Standard | III.5.1 | Describe common patterns of relationships among populations. | | Benchmark | | |
| Grade | 5-8 | | Standard | III.5.2 | Describe how organisms acquire energy directly or indirectly from sunlight. | | Benchmark | | |
| Grade | 5-8 | | Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. | | Benchmark | | |
Minnesota...
| Grade | 5 | | Standard | IV.F | The student will know that matter and energy flow into, out of, and within a biological system. | | Benchmark | 1 | The student will recognize that organisms need energy to stay alive and grow, and that this energy originates from the sun. |
| Grade | 5 | | Standard | IV.F | The student will know that matter and energy flow into, out of, and within a biological system. | | Benchmark | 2 | The student will use food webs to describe the relationships among producers, consumers, and decomposers in an ecosystem in Minnesota. |
| Grade | 7 | | Standard | IV.F | The student will understand how the flow of energy and the recycling of matter contribute to a stable ecosystem. | | Benchmark | 1 | The student will know that plants use the energy in light to make sugars out of carbon dioxide and water. |
| Grade | 7 | | Standard | IV.B | The student will understand that living systems, at every level of organization, demonstrate the complementary nature of structure and function. | | Benchmark | 2 | The student will recognize that an organism’s body plan and its ability to regulate its internal environment enable it to make or find food, grow and reproduce in a constantly changing environment. |
| Grade | 7 | | Standard | IV.F | The student will understand how the flow of energy and the recycling of matter contribute to a stable ecosystem. | | Benchmark | 2 | The student will explain how energy is transferred through food chains and food webs in an ecosystem. |
| Grade | 7 | | Standard | IV.C | The student will understand that within ecosystems, complex interactions exist between organisms and the physical environment. | | Benchmark | 3 | The student will define an ecosystem as all populations living together and the physical factors with which they interact. |
| Grade | 7 | | Standard | IV.F | The student will understand how the flow of energy and the recycling of matter contribute to a stable ecosystem. | | Benchmark | 5 | The student will compare and contrast predator/prey, parasite/host and producer/consumer/decomposer relationships. |
Mississippi...
| Grade | 5 | | Standard | 4 | Examine the physical factors of populations as they relate to the formation of an ecosystem. | | Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| Grade | 5 | | Standard | 1 | Identify and describe structures and functions in living systems. | | Benchmark | b | Explore ecosystems and biomes. |
| Grade | 6 | | Standard | 4 | Explore how different populations determine the formation of an ecosystem. | | Benchmark | a | Compare/contrast the roles among producers, consumers, and decomposers in a food web. |
| Grade | 7 | | Standard | 4 | Explore how environmental factors of population influence the formation of an ecosystem. | | Benchmark | a | Describe the process of photosynthesis and the use of its products. |
| Grade | 8 | | Standard | 4 | Examine the physical factors of populations as they relate to the formation of ecosystems. | | Benchmark | c | Analyze how predation and food webs help structure communities. |
Missouri...
| Grade | 6 | | Standard | 3.2.B | Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth. | | Benchmark | a | Recognize that only plants use energy from the sun to produce food and oxygen through the process of photosynthesis. |
| Grade | 6 | | Standard | 4.2.A | As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use. | | Benchmark | a | Diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers, consumers, decomposers, scavengers, and predator/prey relationships. |
| Grade | 6 | | Standard | 3.1.E | Biological classifications are based on how organisms are related. | | Benchmark | b | Identify examples of unicellular (e.g., bacteria, some protists, and fungi) and examples of multicellular organisms (e.g., some fungi, plants, animals) |
| Grade | 6 | | Standard | 4.2.A | As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use. | | Benchmark | b | Classify populations of unicellular and multicellular organisms as producers, consumers, decomposers by the role they serve in the ecosystem. |
| Grade | 8 | | Standard | 3.2.B | Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth. | | Benchmark | a | Recognize that photosynthesis is a chemical change with reactants (water and carbon dioxide) and products (energy-rich sugar molecules and oxygen) that takes place in the presence of light and chlorophyll. |
Montana...
| Grade | 5-8 | | 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 | 2 | Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions and how they respond to stimuli (e.g., photosynthesis, respiration). |
| Grade | 5-8 | | 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 | 4 | Investigate and explain the interdependent nature of biological systems in the environment and how they are affected by human interaction. |
Nebraska...
| Grade | 5-8 | | Standard | 8.4.3 | By the end of eighth grade, students will develop an understanding of regulation and behavior. | | Benchmark | Example Indicator | Investigate and explain how organisms’ behaviors enhance their abilities to obtain and use resources, grow, and reproduce. |
| Grade | 5-8 | | Standard | 8.4.4 | By the end of eighth grade, students will develop an understanding of populations and ecosystems. | | Benchmark | Example Indicator | Describe an organism by the function it serves in an ecosystem (e.g., producer, consumer, and decomposer). |
| Grade | 5-8 | | Standard | 8.4.4 | By the end of eighth grade, students will develop an understanding of populations and ecosystems. | | Benchmark | Example Indicator | Investigate and explain how energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis, and that energy then passes from organism to organism in food webs. |
Nevada...
| Grade | 5-8 | | 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 | 6.5.3 | Investigate and describe how plants and animals have features that help them live in various environments. |
New Hampshire...
| Grade | 5-6 | | 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 | Relate the structure of body parts to function, e.g., when presented with teeth (or models of teeth) from various animals, students can make inferences concerning what the animal eats. |
| Grade | 5-6 | | 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 | Create examples of food chains and webs in several types of ecosystems, e.g., deciduous forest, fresh water, desert, etc. |
| Grade | 5-6 | | Standard | 3b | Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e. individuals, community, biome, the biosphere) as well as species to species interactions. | | Benchmark | Proficiency Standard | Demonstrate a basic knowledge of the process of photosynthesis and its importance for all life forms. |
| Grade | 5-6 | | Standard | 3b | Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e. individuals, community, biome, the biosphere) as well as species to species interactions. | | Benchmark | Proficiency Standard | Describe and give examples of the various types of interactions that occur among organisms (e.g., predator-prey, symbiotic, producer-consumer-decomposer, host-parasite) to demonstrate how organisms compete or cooperate with each other to gain food, resources or space. |
| Grade | 5-6 | | Standard | 3b | Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e. individuals, community, biome, the biosphere) as well as species to species interactions. | | Benchmark | Proficiency Standard | Identify and describe examples of New Hampshire animals and plants that live together in one ecosystem, e.g., forest, seashore, lake, river, stream. |
| Grade | 5-6 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Describe how organisms can acquire energy directly or indirectly from the energy of the sun. |
| Grade | 5-6 | | Standard | 3d | Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals. | | Benchmark | Proficiency Standard | Observe and describe major characteristics of various life forms, e.g., microorganisms, fungi, protists, plants and animals. |
| 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 | Relate different kinds of animals and plants to their habitat by observing their physical characteristics. |
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Compare the transformation of matter and energy during photosynthesis and respiration. |
New Jersey...
| Grade | 5-6 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and needs of organisms and will investigate the diversity of life. | | Benchmark | B1 | Describe and give examples of the major categories of organisms and of the characteristics shared by organisms. |
| Grade | 7-8 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and needs of organisms and will investigate the diversity of life. | | Benchmark | A1 | Explain how the products respiration and photosynthesis are recycled. |
New Mexico...
| Grade | 5 | | Standard | I | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 5.1 | Identify the components of habitats and ecosystems (producers, consumers, decomposers, predators). |
| Grade | 5 | | Standard | I | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 5.2 | Understand how food webs depict relationships between different organisms. |
| Grade | 7 | | Standard | I | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 7.3 | Explain how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs). |
| Grade | 8 | | Standard | I | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 8.2 | Describe how energy flows through ecosystems (e.g., sunlight, green plants, food for animals). |
New York...
| Grade | 5-8 | | Standard | 6 | Plants and animals depend on each other and their physical environment. | | Benchmark | Performance Indicator | Describe the flow of energy and matter through food chains and food webs. |
| Grade | 5-8 | | Standard | 6 | Plants and animals depend on each other and their physical environment. | | Benchmark | Performance Indicator | Provide evidence that green plants make food and explain the significance of this process to other organisms. |
North Carolina...
| Grade | 5 | | Standard | 1 | The learner will conduct investigations to build an understanding of the interdependence of plants and animals. | | Benchmark | 1.02 | Identify and analyze the functions of organisms within the population of the ecosystem: Producers; Consumers; Decomposers. |
| Grade | 5 | | Standard | 1 | The learner will conduct investigations to build an understanding of the interdependence of plants and animals. | | Benchmark | 1.04 | Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. |
| Grade | 6 | | Standard | 4 | The learner will investigate the cycling of matter. | | Benchmark | 4.01 | Describe the flow of energy and matter in natural systems: Energy flows through ecosystems in one direction, from the sun through producers to consumers to decomposers; Matter is transferred from one organism to another and between organisms and their environments; Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. |
| Grade | 6 | | Standard | 4 | The learner will investigate the cycling of matter. | | Benchmark | 4.03 | Examine evidence that green plants make food. Photosynthesis is a process carried on by green plants and other organisms containing chlorophyll; During photosynthesis, light energy is converted into stored energy which the plant, in turn, uses to carry out its life processes. |
| Grade | 6 | | Standard | 4 | The learner will investigate the cycling of matter. | | Benchmark | 4.04 | Evaluate the significance of photosynthesis to other organisms: The major source of atmospheric oxygen is photosynthesis; Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis; Green plants are the producers of food that is used directly or indirectly by consumers. |
North Dakota...
| Grade | 5 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 5.4.2 | Construct a food web to identify the producers, consumers, decomposers |
| Grade | 7 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 7.4.4 | Understand interactions among organisms (e.g., competition, mutualism, predator/prey, consumers, producers). |
Ohio...
| Grade | 5 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 1 | Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis. |
| Grade | 5 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 2 | Explain how almost all kinds of animals’ food can be traced back to plants. |
| Grade | 5 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 3 | Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers). |
| Grade | 6 | | Standard | C | Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. | | Benchmark | 8 | Describe how organisms may interact with one another. |
| Grade | 7 | | Standard | C | Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. | | Benchmark | 2 | Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualism and commensalism). |
| Grade | 7 | | Standard | B | Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. | | Benchmark | 8 | Investigate the great diversity among organisms. |
Oklahoma...
| Grade | 5 | | Standard | 2 | Organisms within a community are dependent on one another and the environment. | | Benchmark | 1 | Organisms in a community, interacting populations in a common location, depend on each other for food, shelter, and reproduction. |
| Grade | 6 | | Standard | 4 | Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factor with which they interact compose an ecosystem. | | Benchmark | 1 | Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs. |
| Grade | 6 | | Standard | 4 | Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factor with which they interact compose an ecosystem. | | Benchmark | 2 | In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial. |
Oregon...
| Grade | 5 | | Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. | | Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Grade | 5 | | Standard | Content Standard | Describe and analyze diversity of species, natural selection, and adaptations. | | Benchmark | Benchmark | Describe the relationship between characteristics of specific habitats and the organisms that live there. |
| Grade | 8 | | Standard | Content Standard | Describe and analyze diversity of species, natural selection, and adaptations. | | Benchmark | Benchmark | Identify and describe the factors that influence or change the balance of populations in their environment. |
Pennsylvania...
| Grade | 5-7 | | Standard | 3.3.7.A | Describe the similarities and differences that characterize diverse living things: Describe how the structures of living things help them function in unique ways; Explain how to use a dichotomous key to identify plants and animals; Account for adaptations among organisms that live in a particular environment. | | Benchmark | | |
Rhode Island...
| Grade | 6-8 | | Standard | C1 | One of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either plants or animals. | | Benchmark | | |
| Grade | 6-8 | | Standard | C1 | Food provides the fuel and the building material for all organisms. Plants use the energy from light to make sugars from carbon dioxide and water. This food can be used immediately or stored for later use. Organisms that eat plants break down the plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms. | | Benchmark | | |
| Grade | 6-8 | | Standard | C2 | Two types of organisms may interact with one another in several ways: they may be in a producer/consumer, predator/prey, or parasite/host relationship. Or one organism may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other. | | Benchmark | | |
| Grade | 6-8 | | Standard | C5 | All organisms, including the human species, are part of and depend on two main interconnected global food webs. One includes microscopic ocean plants, the animals that feed on them, and finally the animals that feed on those animals. The other web includes land plants, the animals that feed on them, and so forth. The cycles continue indefinitely because organisms decompose after death to return food material to the environment. | | Benchmark | | |
South Carolina...
| Grade | 5 | | Standard | II.B.2 | Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers--they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. | | Benchmark | a | Distinguish among the roles organisms serve in a food web (producers, decomposers, consumers, prey and predators). |
| Grade | 5 | | Standard | II.B.3 | For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is used by producers through photosynthesis. | | Benchmark | a | Recognize that energy passes from organism to organism in food webs. |
| Grade | 5 | | Standard | II.B.3 | For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is used by producers through photosynthesis. | | Benchmark | b | Diagram how energy flows through food webs. |
| Grade | 6 | | Standard | II.C.1 | All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. | | Benchmark | b | Describe how green plants absorb energy from the sun and transform it into stored chemical energy using the terms photosynthesis, chlorophyll, water, carbon dioxide, oxygen and sugar. |
| Grade | 7 | | Standard | II.D.1 | A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. | | Benchmark | a | Describe the characteristics of populations. |
| Grade | 7 | | Standard | II.D.2 | Populations of organisms can be categorized by the function they serve in an ecosystem. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. | | Benchmark | a | Analyze the role of producers, consumers and decomposers in an ecosystem. |
| Grade | 7 | | Standard | II.D.2 | Populations of organisms can be categorized by the function they serve in an ecosystem. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. | | Benchmark | b | Identify kinds of relationships organisms have with each other (predator/prey, competition). |
| Grade | 7 | | Standard | II.D.2 | Populations of organisms can be categorized by the function they serve in an ecosystem. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. | | Benchmark | c | Analyze energy flow in a food chain and its relationship to a food web. |
South Dakota...
| Grade | 5 | | Standard | 1 | Describe basic process of photosynthesis in plants. | | Benchmark | | |
| Grade | 5 | | Standard | 10 | Model the flow of energy in food webs and pyramids. | | Benchmark | | |
| Grade | 5 | | Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey). | | Benchmark | | |
| Grade | 5 | | Standard | 7 | Understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation). | | Benchmark | | |
| Grade | 6 | | Standard | 10 | Investigate the process of energy transformation in photosynthesis. | | Benchmark | | |
| Grade | 6 | | Standard | 12 | Describe the roles of producers, consumers and decomposers in a system. | | Benchmark | | |
| Grade | 6 | | Standard | 13 | Analyze energy use in food webs and food pyramids. | | Benchmark | | |
| Grade | 7 | | Standard | 11 | Explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey). | | Benchmark | | |
| Grade | 7 | | Standard | 12 | Investigate interactions among populations in a biological community. (example: relationships among producers, consumers, and decomposers in food chains and food webs). | | Benchmark | | |
| Grade | 8 | | Standard | 11 | Describe the physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | | |
| Grade | 8 | | Standard | 12 | Describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative). | | Benchmark | | |
| Grade | 8 | | Standard | 13 | Describe ways in which organisms within an ecosystem are dependent on one another and on nonliving components of the environment. (example: energy flow in food chains, food webs, and food pyramids. | | Benchmark | | |
Tennessee...
| Grade | 6-8 | | Standard | 2.0 | The student will investigate how living things interact with one another and with non-living elements of their environment. | | Benchmark | 2.2 | Examine the competitive relationships among organisms within an ecosystem. |
| Grade | 6-8 | | Standard | 3.0 | The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life. | | Benchmark | 3.1 | Recognize relationships within food chains. |
Texas...
| Grade | 6 | | Standard | 112.22.b.10 | The student knows the relationship between structure and function in living systems. | | Benchmark | A | Differentiate between structure and function. |
| Grade | 7 | | Standard | 112.23.b.12 | The student knows that there is a relationship between organisms and the environment. | | Benchmark | B | Observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources. |
| Grade | 8 | | Standard | 112.24.b.6 | The student knows that interdependence occurs among living systems. | | Benchmark | C | Describe interactions within ecosystems. |
Utah...
| Grade | 6 | | Standard | V | Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful. | | Benchmark | 1.a | Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water. |
| Grade | 6 | | Standard | V | Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful. | | Benchmark | 1.c | Research and report on a microorganism’s requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction). |
| Grade | 8 | | Standard | II | Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms. | | Benchmark | 1.a | Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials. |
| Grade | 8 | | Standard | II | Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms. | | Benchmark | 2.a | Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each. |
| Grade | 8 | | Standard | II | Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms. | | Benchmark | 2.b | Use models to trace the flow of energy in food chains and food webs. |
Vermont...
| Grade | 5-6 | | Standard | S:34 | Students demonstrate their understanding of Energy Flow in an Ecosystem. | | Benchmark | a | Energy within an ecosystem originates from the sun. Plants use energy from the sun, carbon dioxide, and water to make energy rich food and oxygen. Plants are producers. |
| Grade | 5-6 | | Standard | S:35 | Students demonstrate their understanding of Food Webs in an Ecosystem. | | Benchmark | a | Food webs model the interdependent relationships that organisms engage in as they acquire their food and energy needs. Aquatic food webs (fresh water and marine) are supported by microscopic ocean plants. Land food webs are supported by land plants. |
| Grade | 5-6 | | Standard | S:34 | Students demonstrate their understanding of Energy Flow in an Ecosystem. | | Benchmark | b | Animals eat food that plants make combined with oxygen to produce energy, carbon dioxide, and water. .Animals are consumers. |
| Grade | 7-8 | | Standard | S:34 | Students demonstrate their understanding of Energy Flow in an Ecosystem. | | Benchmark | a | Plants transform energy from the sun into stored chemical energy by changing carbon dioxide and water into sugar (food). Plants use or store the sugar they produce to satisfy their energy needs. |
| Grade | 7-8 | | Standard | S:37 | Students demonstrate their understanding of Recycling in an ecosystem . | | Benchmark | a | When decomposers break down the matter contained in plants and animals, the molecules of matter can be recycled through the ecosystem and used by plants to produce food or as building material for all organisms. |
Virginia...
| Grade | 7 | | Standard | LS.6 | The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | a | Energy transfer between sunlight and chlorophyll. |
| Grade | 7 | | Standard | LS.8 | The student will investigate and understand that interactions exist among members of a population. | | Benchmark | a | Competition, cooperation, social hierarchy, territorial imperative. |
| Grade | 7 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | a | The relationships among producers, consumers, and decomposers in food webs. |
| Grade | 7 | | Standard | LS.6 | The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | c | Photosynthesis as the foundation of virtually all food webs. |
| Grade | 7 | | Standard | LS.7 | The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. | | Benchmark | d | Energy flow in food webs and energy pyramids. |
Washington...
| Grade | 6-8 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 10 | Understand how organisms in ecosystems interact with and respond to their environment and other organisms. |
| Grade | 6-8 | | Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. | | Benchmark | 8 | Understand how individual organisms, including cells, obtain matter and energy for life processes. |
West Virginia...
| Grade | 5 | | 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.5.4.2 | Identify and explain common energy conversions in cycles of matter including photosynthesis and carbon dioxide cycle. |
| Grade | 5 | | 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.5.4.6 | Explain how the different characteristics of plants and animals help them to survive in different niches and environments including adaptations, natural selection, extinction. |
| Grade | 5 | | 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.5.4.8 | Trace and describe the pathways of the sun’s energy through producers, consumers and decomposers using food webs and pyramids. |
| Grade | 6 | | 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.6.4.2 | Describe the interactions of various cycles that provide energy through decomposition, photosynthesis, respiration, transpiration in the food web; nitrogen cycle. |
| Grade | 8 | | 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.8.4.10 | Trace matter and energy flow in a food web as it goes from sunlight to producers to consumers, design an environment in which the chemical and energy needs for the growth, reproduction and development of plants are met (e.g., food pyramids, decomposition). |
| Grade | 8 | | 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.8.4.6 | Analyze how behaviors of organisms lead to species continuity (e.g., reproductive/mating behaviors, seed dispersal). |
Wisconsin...
| Grade | 5-8 | | 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.8.2 | Show how organisms have adapted structures to match their functions, providing means of encouraging individual and group survival within specific environments. |
| Grade | 5-8 | | 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.8.8 | Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet. |
Wyoming...
| Grade | 5-8 | | 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 | 2 | Students describe reproduction as a characteristic of all living systems, which is essential to the continuation of species, and identify and interpret traits, patterns of inheritance, and the interaction between genetics and environment. |
| Grade | 5-8 | | 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 | 4 | Students investigate the interconnectedness of organisms, identifying similarity and diversity of organisms through a classification system of hierarchical relationships and structural homologies. |
| Grade | 5-8 | | 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 | 6 | Students illustrate populations of organisms and their interconnection within an ecosystem, identifying relationships among producers, consumers, and decomposers. |
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Eye of the Cyclops 