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DVDs 10% off until December 31, 2011, VHS 60% off until December 31st. DVDs have more content than the VHS programs. When VHS is gone, it is gone. DVD, Streaming, and Broadcast will continue to be available. We will tailor a license for what you need to deliever BioMEDIA ASSOCIATES Library to your students. Order today! Purchase Orders, Visa/MasterCard, and Checks are accepted.
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Eye of the Cyclops
Climb aboard the Cyclops, a microscopic research vessel, and investigate an amazing hidden world on which all living things depend. This series makes an excellent introduction to biological classification, diversity and ecology. The PDF teaching guide for each program describes follow-up activities and correlates the programs to the National Science Standards. The entire series is available on one DVD, or on 8 VHS cassettes, or you can purchase digital delivery (download) where the entire program is supplied in four modules.
Eye of the Cyclops
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| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 27 | Identify different types of single-cell organisms: Protists, Bacteria. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 28 | Explain the basic life functions of single-cell organisms: Movement, Growth and repair, Reproduction, Ingestion, Digestion, Respiration, Excretion. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 34 | Describe reproduction in plants and animals: Asexual, Sexual. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 37 | Identify the sun as the source of energy for all organisms. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | 27 | Analyze scientific models of evolution. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 27 | Identify different types of single-cell organisms: Protists, Bacteria. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 28 | Explain the basic life functions of single-cell organisms: Movement, Growth and repair, Reproduction, Ingestion, Digestion, Respiration, Excretion. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 27 | Identify different types of single-cell organisms: Protists, Bacteria. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 28 | Explain the basic life functions of single-cell organisms: Movement, Growth and repair, Reproduction, Ingestion, Digestion, Respiration, Excretion. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 7 | |
| Standard | 37 | Identify the sun as the source of energy for all organisms. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 7 | |
| Standard | 37 | Identify the sun as the source of energy for all organisms. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 7 | |
| Standard | 37 | Identify the sun as the source of energy for all organisms. |
| Benchmark | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| Protozoans and Algae | ||
| 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 | ||
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 6 | |
| Standard | 27 | Identify different types of single-cell organisms: Protists, Bacteria. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 6 | |
| Standard | 28 | Explain the basic life functions of single-cell organisms: Movement, Growth and repair, Reproduction, Ingestion, Digestion, Respiration, Excretion. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| Grade | 5 | |
| Standard | 23 | Relate populations within a habitat to communities, ecosystems, and biomes. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 5 | |
| Standard | 24 | Describe a variety of ecosystems. |
| Benchmark | ||
| White Water Adventure | ||
| 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 | ||
| White Water Adventure | ||
| Grade | 5 | |
| Standard | 26 | Trace energy transfer within terrestrial and aquatic ecosystems: Food chains, Food webs. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 6 | |
| Standard | 30 | Compare distinguishing characteristics of organisms: Anatomical features, Methods of locomotion, Methods of reproduction, Patterns of development. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 6 | |
| Standard | 33 | Describe the Earth’s biomes and the interdependence among their populations. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 7 | |
| Standard | 34 | Describe reproduction in plants and animals: Asexual, Sexual. |
| Benchmark | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | K-12 | |
| Standard | A | A student should understand scientific facts, concepts, principles, and theories. |
| Benchmark | 14 | Understand the interdependence between living things and their environments. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| Grade | K-12 | |
| Standard | A | A student should understand scientific facts, concepts, principles, and theories. |
| Benchmark | 14 | Understand the interdependence between living things and their environments. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 3 | Analyze the relationships among various organisms and their environment. |
| Benchmark | PO 1 | Explain that sunlight is the major source of energy for most ecosystems. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | 4 | Identify structural and behavioral adaptations. |
| Benchmark | PO 4 | Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species). |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 8 | |
| Standard | 4 | Identify structural and behavioral adaptations. |
| Benchmark | PO 4 | Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species). |
| Plankton Play | ||
| Grade | 6 | |
| Standard | 3 | Analyze the relationships among various organisms and their environment. |
| Benchmark | PO 1 | Explain that sunlight is the major source of energy for most ecosystems. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 7 | |
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| Grade | 7 | |
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. |
| Benchmark | LS.2.10 | Describe how environmental changes and genetic mutations cause species to evolve over time, thus producing new species. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. |
| Benchmark | LS.2.10 | Describe how environmental changes and genetic mutations cause species to evolve over time, thus producing new species. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 2 | A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. |
| Benchmark | a | Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 2 | Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. |
| Benchmark | a | Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 7 | |
| Standard | 2 | Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. |
| Benchmark | a | Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| Grade | 7 | |
| Standard | 2 | Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. |
| Benchmark | a | Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. |
| Adventures in Scientific Exploration | ||
| 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 Expectation | Creating and interpreting food chains and food webs. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Comparing and contrasting food webs within and between different ecosystems (for example, grasslands, tundra, marine) and predicting the consequences of disrupting one of the organisms in a food web. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Describing the role of organisms in the decomposition and recycling of dead organisms (for example, bacteria’s role in the decomposition and recycling of matter from a dead animal). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Describing the role of organisms in the decomposition and recycling of dead organisms (for example, bacteria’s role in the decomposition and recycling of matter from a dead animal). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Comparing and contrasting food webs within and between different ecosystems (for example, grasslands, tundra, marine) and predicting the consequences of disrupting one of the organisms in a food web. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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 Expectation | Creating and interpreting food chains and food webs. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Comparing and contrasting food webs within and between different ecosystems (for example, grasslands, tundra, marine) and predicting the consequences of disrupting one of the organisms in a food web. |
| White Water Adventure | ||
| 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 Expectation | Creating and interpreting food chains and food webs. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| Grade | 5-8 | |
| Standard | 3.2 | Students know and understand interrelationships of matter and energy in living systems. |
| Benchmark | Grade Level Expectations | Comparing and contrasting food webs within and between different ecosystems (for example, grasslands, tundra, marine) and predicting the consequences of disrupting one of the organisms in a food web. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 | C5 | Explain how populations are affected by predator-prey relationships. |
| Adventures in Scientific Exploration | ||
| 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 | C6 | Describe common food webs in different Connecticut ecosystems. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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 | C6 | Describe common food webs in different Connecticut ecosystems. |
| White Water Adventure | ||
| 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 | C6 | Describe common food webs in different Connecticut ecosystems. |
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 2 | Behavior is one kind of response an organism makes to environmental stimuli. Behavioral responses require coordination and communication at many levels including cells, organ systems, and whole organisms. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 2 | Behavior is one kind of response an organism makes to environmental stimuli. Behavioral responses require coordination and communication at many levels including cells, organ systems, and whole organisms. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 6-8 | |
| Standard | 2 | Behavior is one kind of response an organism makes to environmental stimuli. Behavioral responses require coordination and communication at many levels including cells, organ systems, and whole organisms. |
| Benchmark | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 | Investigate local food webs to describe the flow of matter and energy through an ecosystem. |
| Adventures in Scientific Exploration | ||
| 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 | Understand the processes and consequences of genetic selection, both in nature and in selective breeding programs. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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 | Investigate local food webs to describe the flow of matter and energy through an ecosystem. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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 | Investigate local food webs to describe the flow of matter and energy through an ecosystem. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.7 | Knows that behavior is a response to the environment and influences growth, development, maintenance, and reproduction. |
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.3.1 | Knows the patterns and advantages of sexual and asexual reproduction in plants and animals. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 6-8 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.3.1 | Knows the patterns and advantages of sexual and asexual reproduction in plants and animals. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 6-8 | |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.7 | Knows that behavior is a response to the environment and influences growth, development, maintenance, and reproduction. |
| Discovering a Forest Microcosm | ||
| Grade | 6-8 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.3.1 | Knows the patterns and advantages of sexual and asexual reproduction in plants and animals. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 6-8 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.3.1 | Knows the patterns and advantages of sexual and asexual reproduction in plants and animals. |
| White Water Adventure | ||
| Grade | 6-8 | |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.7 | Knows that behavior is a response to the environment and influences growth, development, maintenance, and reproduction. |
| White Water Adventure | ||
| Grade | 6-8 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.3.1 | Knows the patterns and advantages of sexual and asexual reproduction in plants and animals. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | a | Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | b | Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | S7L5 | Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring. |
| Benchmark | b | Describe ways in which species on earth have evolved due to natural selection. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | c | Recognize that selective breeding can produce plants or animals with desired traits. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | d | Categorize relationships between organisms that are competitive or mutually beneficial. |
| Decomposers Everywhere | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | b | Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). |
| Decomposers Everywhere | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | d | Categorize relationships between organisms that are competitive or mutually beneficial. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | b | Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | d | Categorize relationships between organisms that are competitive or mutually beneficial. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | a | Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. |
| Protozoans and Algae | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | b | Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). |
| White Water Adventure | ||
| Grade | 7 | |
| Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. |
| Benchmark | a | Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. |
| White Water Adventure | ||
| Grade | 7 | |
| Standard | S7L3 | Students will recognize how biological traits are passed on to successive generations. |
| Benchmark | b | Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 7-8 | |
| Standard | 637.01 | Understand the theory of biological evolution. |
| Benchmark | a | Know that species change over time when random variations in individuals enhance their survival and reproductive success in a particular environment. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 | d | Trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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 | d | Trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with 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. |
| Food Chains Begin with 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. |
| Food Chains Begin with 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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 | d | Trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. |
| White Water Adventure | ||
| 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 | d | Trace energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers. |
| Adventures in Scientific Exploration | ||
| 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.2a | Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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.3b | Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures). |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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.2a | Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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.3b | Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures). |
| Plankton Play | ||
| 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). |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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.2a | Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 | 8.4.2 | Describe that in some organisms, such as yeast or bacteria, all genes come from a single parent, while in those that have sexes, typically half of the genes come from each parent. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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 | 8.4.2 | Describe that in some organisms, such as yeast or bacteria, all genes come from a single parent, while in those that have sexes, typically half of the genes come from each parent. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Adventures in Scientific Exploration | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 2 | Students can understand life cycles. |
| Adventures in Scientific Exploration | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Adventures in Scientific Exploration | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Adventures in Scientific Exploration | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Decomposers Everywhere | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Decomposers Everywhere | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Decomposers Everywhere | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Decomposers Everywhere | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Discovering a Forest Microcosm | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Discovering a Forest Microcosm | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Discovering a Forest Microcosm | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Discovering a Forest 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. |
| Plankton Play | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Plankton Play | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Plankton Play | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Plankton Play | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Protozoans and Algae | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Protozoans and Algae | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| Protozoans and Algae | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Protozoans and 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. |
| White Water Adventure | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| White Water Adventure | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 2 | Students can understand life cycles. |
| White Water Adventure | ||
| Grade | 3-5 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 3 | Students can understand environmental interaction and adaptation. |
| White Water Adventure | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| White Water Adventure | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 2 | The students will understand the role of reproduction and heredity for all living things. |
| Benchmark | 1 | Differentiates between asexual and sexual reproduction in plants and animals, infers that the characteristics of an organism result from heredity and interactions with the environment, and concludes that reproduction is essential to the continuation of a species. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5-8 | |
| Standard | 2 | The students will understand the role of reproduction and heredity for all living things. |
| Benchmark | 1 | Differentiates between asexual and sexual reproduction in plants and animals, infers that the characteristics of an organism result from heredity and interactions with the environment, and concludes that reproduction is essential to the continuation of a species. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | 2 | The students will understand the role of reproduction and heredity for all living things. |
| Benchmark | 1 | Differentiates between asexual and sexual reproduction in plants and animals, infers that the characteristics of an organism result from heredity and interactions with the environment, and concludes that reproduction is essential to the continuation of a species. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 5-8 | |
| Standard | 2 | The students will understand the role of reproduction and heredity for all living things. |
| Benchmark | 1 | Differentiates between asexual and sexual reproduction in plants and animals, infers that the characteristics of an organism result from heredity and interactions with the environment, and concludes that reproduction is essential to the continuation of a species. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| Grade | 5-8 | |
| Standard | 2 | The students will understand the role of reproduction and heredity for all living things. |
| Benchmark | 1 | Differentiates between asexual and sexual reproduction in plants and animals, infers that the characteristics of an organism result from heredity and interactions with the environment, and concludes that reproduction is essential to the continuation of a species. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5-7 | |
| Standard | SC-M-3.3.1 | Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Decomposers Everywhere | ||
| Grade | 5-7 | |
| Standard | SC-M-3.3.1 | Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 5-7 | |
| Standard | SC-M-3.3.1 | Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| Grade | 5-7 | |
| Standard | SC-M-3.3.1 | Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. |
| Benchmark | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| Grade | 5-7 | |
| Standard | SC-M-3.3.1 | Reproduction is a characteristic of all living systems and is essential to the continuation of every species. Some organisms reproduce asexually, others reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. |
| Benchmark | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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-D1 | Describing the importance of plant and animal adaptation, including local examples. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | D | Students will understand the basis for all life and that all living things change over time. |
| Benchmark | 3 | Provide examples of the concept of natural and artificial selection and its role in species changes over time. |
| Adventures in Scientific Exploration | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 15 | Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 6-8 | |
| Standard | 9 | Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent’s cell). |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| Grade | 6-8 | |
| Standard | 15 | Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 6-8 | |
| Standard | 15 | Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | III.2.3 | Describe evidence that plants make and store food. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | III.5.2 | Describe how organisms acquire energy directly or indirectly from sunlight. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5-8 | |
| Standard | III.2.3 | Describe evidence that plants make and store food. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5-8 | |
| Standard | III.5.2 | Describe how organisms acquire energy directly or indirectly from sunlight. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | III.2.3 | Describe evidence that plants make and store food. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5-8 | |
| Standard | III.5.2 | Describe how organisms acquire energy directly or indirectly from sunlight. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5-8 | |
| Standard | III.2.3 | Describe evidence that plants make and store food. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5-8 | |
| Standard | III.5.2 | Describe how organisms acquire energy directly or indirectly from sunlight. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| Protozoans and Algae | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 5-8 | |
| Standard | III.5.1 | Describe common patterns of relationships among populations. |
| Benchmark | ||
| White Water Adventure | ||
| Grade | 5-8 | |
| Standard | III.5.3 | Predict the effects of changes in one population in a food web on other populations. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | IV.F | The student will know that matter and energy flow into, out of, and within a biological system. |
| Benchmark | 3 | The student will recognize that organisms are growing, dying and decaying, and that their matter is recycled. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | IV.D | The student will understand that heredity information is contained in genes which are inherited through both sexual and asexual reproduction. |
| Benchmark | 6 | The student will compare and contrast the advantages and disadvantages of sexual and asexual reproduction. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | IV.F | The student will know that matter and energy flow into, out of, and within a biological system. |
| Benchmark | 3 | The student will recognize that organisms are growing, dying and decaying, and that their matter is recycled. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | IV.F | The student will know that matter and energy flow into, out of, and within a biological system. |
| Benchmark | 3 | The student will recognize that organisms are growing, dying and decaying, and that their matter is recycled. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 2 | Identify and describe reproduction and heredity of organisms. |
| Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 2 | Compare and classify the reproduction and heredity of organisms. |
| Benchmark | a | Differentiate between sexual and asexual reproduction. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 2 | Identify and describe reproduction and heredity of organisms. |
| Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 2 | Identify and describe reproduction and heredity of organisms. |
| Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | 2 | Identify and describe reproduction and heredity of organisms. |
| Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| Grade | 5 | |
| Standard | 2 | Identify and describe reproduction and heredity of organisms. |
| Benchmark | a | Define and recognize examples of sexual and asexual reproduction. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| Grade | 5 | |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | b | Explore ecosystems and biomes. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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) |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | 3.3.A | Reproduction can occur asexually or sexually. |
| Benchmark | b | Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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) |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with 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. |
| Food Chains Begin with Photosynthesis | ||
| 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) |
| Food Chains Begin with 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 | b | Classify populations of unicellular and multicellular organisms as producers, consumers, decomposers by the role they serve in the ecosystem. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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) |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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) |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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) |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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) |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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 | 3 | Communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (e.g., Punet squares). |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 8.4.2 | By the end of eighth grade, students will develop an understanding of reproduction and heredity. |
| Benchmark | Example Indicator | Investigate and describe how all organisms reproduce through sexual or asexual reproduction. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and 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 | Relate different kinds of animals and plants to their habitat by observing their physical characteristics. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | II | Understand how traits are passed from one generation to the next and how species evolve. |
| Benchmark | 7.11 | Understand the process of natural selection. |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | II | Understand how traits are passed from one generation to the next and how species evolve. |
| Benchmark | 7.2 | Identify the differences between sexual and asexual reproduction. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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). |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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). |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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). |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| Adventures in Scientific Exploration | ||
| Grade | 5-8 | |
| Standard | 2 | Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. |
| Benchmark | Performance Indicator | Describe sexual and asexual mechanisms for passing genetic materials from generation to generation. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 4 | The learner will investigate the cycling of matter. |
| Benchmark | 4.02 | Evaluate the significant role of decomposers. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 4 | The learner will investigate the cycling of matter. |
| Benchmark | 4.02 | Evaluate the significant role of decomposers. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 4 | The learner will investigate the cycling of matter. |
| Benchmark | 4.02 | Evaluate the significant role of decomposers. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 6.4.2 | Understand that reproduction is necessary for the continuation of the species (e.g., asexual, sexual) |
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| Adventures in Scientific Exploration | ||
| 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). |
| Decomposers Everywhere | ||
| 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 |
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 6.4.2 | Understand that reproduction is necessary for the continuation of the species (e.g., asexual, sexual) |
| Decomposers Everywhere | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| Decomposers Everywhere | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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 |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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 |
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 6.4.2 | Understand that reproduction is necessary for the continuation of the species (e.g., asexual, sexual) |
| Discovering a Forest Microcosm | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| Discovering a Forest Microcosm | ||
| 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). |
| Plankton Play | ||
| 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 |
| Plankton Play | ||
| 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). |
| Protozoans and Algae | ||
| 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 |
| Protozoans and Algae | ||
| Grade | 6 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 6.4.2 | Understand that reproduction is necessary for the continuation of the species (e.g., asexual, sexual) |
| Protozoans and Algae | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| Protozoans and Algae | ||
| 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). |
| White Water Adventure | ||
| 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 |
| White Water Adventure | ||
| Grade | 6 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 6.4.2 | Understand that reproduction is necessary for the continuation of the species (e.g., asexual, sexual) |
| White Water Adventure | ||
| Grade | 7 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| White Water Adventure | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| 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 | 5 | Describe that in asexual reproduction all the inherited traits come from a single parent. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | Content Standard | Explain and analyze the interdependence of organisms in their natural environment. |
| Benchmark | Benchmark | Describe and explain the theory of natural selection as a mechanism for evolution. |
| Adventures in Scientific Exploration | ||
| 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. |
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| Grade | 5 | |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe basic plant and animal structures and their functions. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 5-7 | |
| Standard | 3.3.7.D | Explain basic concepts of natural selection; Identify adaptations that allow organisms to survive in their environment; Describe how an environmental change can affect the survival of organisms and entire species; know that differences in individuals of the same species may give some advantage in surviving and reproducing; recognize that populations of organisms can increase rapidly; Describe the role that fossils play in studying the past; Explain how biologic extinction is a natural process. |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Plankton Play | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| Protozoans and Algae | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| White Water Adventure | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | II.B.1 | Reproduction is a characteristic of all living systems, because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. |
| Benchmark | a | Describe asexual reproduction processes in plants and fungi (e.g., vegetative propagation in stems, roots, and leaves of plants; budding in yeasts; fruiting bodies in fungi). |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | II.C.3 | An organism’s behavior evolves through adaptation to its environment. |
| Benchmark | a | Explain the importance of fungi as decomposers and their adaptations to that role. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | II.B.2 | Plants also reproduce sexually - the egg and sperm are produced in the flowers of flowering plants. |
| Benchmark | b | Describe the importance of wind, water, or insects to the pollination process and the adaptations of flowering plants to ensure pollination. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | II.B.2 | Plants also reproduce sexually - the egg and sperm are produced in the flowers of flowering plants. |
| Benchmark | c | Discuss the negative impacts of pesticides on the pollination process. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| 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). |
| Adventures in Scientific Exploration | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | II.A.2 | Biological change accounts for the diversity of species developed through gradual processes over many generations. Biological adaptations, which involve the selection of naturally occurring variations in populations, enhance survival and reproductive success in a particular environment. How a species moves, obtains food, reproduces, and responds to danger is based in the species’ evolutionary history. |
| Benchmark | c | Examine how natural selection increases the variations within populations. |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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. |
| Decomposers Everywhere | ||
| 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). |
| Decomposers Everywhere | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Food Chains Begin with Photosynthesis | ||
| 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). |
| Food Chains Begin with Photosynthesis | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | II.C.3 | An organism’s behavior evolves through adaptation to its environment. |
| Benchmark | a | Explain the importance of fungi as decomposers and their adaptations to that role. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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. |
| Discovering a Forest Microcosm | ||
| 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). |
| Discovering a Forest Microcosm | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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. |
| Plankton Play | ||
| 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). |
| Plankton Play | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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. |
| Protozoans and Algae | ||
| 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). |
| Protozoans and Algae | ||
| 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. |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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. |
| White Water Adventure | ||
| 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). |
| White Water Adventure | ||
| 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. |
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 1 | Describe basic process of photosynthesis in plants. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 10 | Model the flow of energy in food webs and pyramids. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey). |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 5 | |
| Standard | 7 | Understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation). |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 10 | Investigate the process of energy transformation in photosynthesis. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 12 | Describe the roles of producers, consumers and decomposers in a system. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 6 | |
| Standard | 13 | Analyze energy use in food webs and food pyramids. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 11 | Explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey). |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Adventures in Scientific Exploration | ||
| Grade | 7 | |
| Standard | 6 | Compare and contrast sexual and asexual reproduction in plants and animals. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | 11 | Describe the physical and chemical processes of photosynthesis and its importance to plant and animal life. |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| Grade | 8 | |
| Standard | 12 | Describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative). |
| Benchmark | ||
| Adventures in Scientific Exploration | ||
| 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 | ||
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey). |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 5 | |
| Standard | 7 | Understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation). |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 12 | Describe the roles of producers, consumers and decomposers in a system. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 6 | |
| Standard | 13 | Analyze energy use in food webs and food pyramids. |
| Benchmark | ||
| Decomposers Everywhere | ||
| Grade | 7 | |
| Standard | 11 | Explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey). |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Decomposers Everywhere | ||
| Grade | 8 | |
| Standard | 12 | Describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative). |
| Benchmark | ||
| Decomposers Everywhere | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 1 | Describe basic process of photosynthesis in plants. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 10 | Model the flow of energy in food webs and pyramids. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey). |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 5 | |
| Standard | 7 | Understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation). |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 10 | Investigate the process of energy transformation in photosynthesis. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 12 | Describe the roles of producers, consumers and decomposers in a system. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 6 | |
| Standard | 13 | Analyze energy use in food webs and food pyramids. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 7 | |
| Standard | 11 | Explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey). |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 8 | |
| Standard | 11 | Describe the physical and chemical processes of photosynthesis and its importance to plant and animal life. |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| Grade | 8 | |
| Standard | 12 | Describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative). |
| Benchmark | ||
| Food Chains Begin with Photosynthesis | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 1 | Describe basic process of photosynthesis in plants. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 10 | Model the flow of energy in food webs and pyramids. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey). |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 5 | |
| Standard | 7 | Understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation). |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 10 | Investigate the process of energy transformation in photosynthesis. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 12 | Describe the roles of producers, consumers and decomposers in a system. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 6 | |
| Standard | 13 | Analyze energy use in food webs and food pyramids. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 7 | |
| Standard | 11 | Explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey). |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Discovering a Forest Microcosm | ||
| Grade | 8 | |
| Standard | 11 | Describe the physical and chemical processes of photosynthesis and its importance to plant and animal life. |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| Grade | 8 | |
| Standard | 12 | Describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative). |
| Benchmark | ||
| Discovering a Forest Microcosm | ||
| 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 | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 1 | Describe basic process of photosynthesis in plants. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 10 | Model the flow of energy in food webs and pyramids. |
| Benchmark | ||
| Plankton Play | ||
| Grade | 5 | |
| Standard | 13 | Analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consu |