Click on the state link(s) to view the details...
Alabama...
| Grade | 9-12 | | Standard | 17 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
| Grade | 9-12 | | Standard | 20 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. | | Benchmark | | |
Alaska...
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 10 | Understand that living things are made up mostly of cells and that all life processes occur in cells. (Cells). |
Arizona...
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO4 | Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells: passive transport; active transport. |
Arkansas...
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. | | Benchmark | LS.2.2 | Investigate and identify cellular processes, including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, synthesis of new molecules, and cell division. |
California...
| Grade | 7 | | Standard | 1 | All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. | | Benchmark | d | Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. |
Colorado...
| Grade | 5-8 | | Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. | | Benchmark | Grade Level Expectation | Describing the observable components and functions of a cell (for example, cell membrane, nucleus, cytoplasm, chloroplasts; movement of molecules into and out of cells). |
| Grade | 9-12 | | Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. | | Benchmark | Grade Level Expectation | Describing cellular organelles and their function |
Delaware...
| Grade | 9-12 | | Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. | | Benchmark | 3 | All organisms including plants, use the process of cellular respiration to transform high energy food molecules produced during photosynthesis into energy. The energy produced is stored in the phosphate linkages of ATP and is used by organisms to conduct their life processes. Cellular respiration may require oxygen and adds carbon dioxide to the atmosphere. |
District of Columbia...
| Grade | 6-8 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over time. | | Benchmark | Performance Standard | Observe and understand that all plant and animal tissues are composed of cells with specialized structures and functions. |
| Grade | 9-11 | | 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 functions of the cell and the specialized parts that perform them. |
Florida...
| Grade | 9-12 | | Standard | 1 | The student describes patterns of structure and function in living things. | | Benchmark | SC.F.1.4.3 | Knows that membranes are sites for chemical synthesis and essential energy conversions. |
Georgia...
| Grade | 7 | | Standard | S7L2 | Students will describe the structure and function of cells, tissues, organs, and organ systems. | | Benchmark | b | Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. |
Hawaii...
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Describe and explain the structure and functions of cells. |
| Grade | 9-12 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Identify the complex interactions among the different kinds of molecules in the cell that cause distinct cycles of activities, such as growth and division. |
Idaho...
| Grade | 7-8 | | Standard | 636.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | c | Know that most cell functions involve chemical reactions. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | a | Know that cells have particular structures that underlie their functions. |
| Grade | 9-12 | | Standard | 651.01 | Understand the cell is the basis of form and function for all living things and how living things carry out their life functions. | | Benchmark | b | Know that most cell functions involve chemical reactions. |
Illinois...
| Grade | 9-10 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.4b | Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. |
Indiana...
| Grade | 9-12 | | Standard | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.3 | Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not. |
Iowa...
| Grade | 10-12 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 5-8 | | Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. | | Benchmark | 2 | The student relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions and concludes that breakdowns in structure or function may be caused by disease, damage, heredity, or aging. |
| Grade | 9-12 | | Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. | | Benchmark | 1 | Cells are composed of a variety of specialized structures that carry out specific functions. |
Kentucky...
| Grade | 5-7 | | Standard | SC-M-3.1.3 | Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-H-3.1.1 | Cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions. | | Benchmark | | |
Louisiana...
| Grade | 5-8 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-M-A1 | Describing the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells. |
| Grade | 5-8 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-M-A4 | Describing the basic processes of photosynthesis and respiration and their importance to life. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-A1 | Observing cells, identifying organelles, relating structure to function, and differentiating among cell types. |
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-A2 | Demonstrating a knowledge of cellular transport. |
Maine...
| Grade | 9-12 | | Standard | C | Students will understand that cells are the basic units of life. | | Benchmark | 1 | Relate the parts of a cell to its function. |
Maryland...
| Grade | 9-12 | | Standard | 3.0 | Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Benchmark | 3.12.2 | The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2) The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3) The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1) |
Massachusetts...
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.1 | Relate cell parts/organelles to their functions. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.8 | Identify how cellular respiration is important for the production of ATP. |
| Grade | 9-10 | | Standard | 2 | All living things are composed of cells. Life processes in a cell are based on molecular interactions. | | Benchmark | 2.9 | Explain the interrelated nature of photosynthesis and cellular respiration |
| Grade | 9-12 | | Standard | 4 | Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. | | Benchmark | | |
Michigan...
| Grade | 6-8 | | Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: | | Benchmark | 1 | Demonstrate evidence that all parts of living things are made of cells. |
Minnesota...
| Grade | 7 | | Standard | IV.A | The student will understand that all organisms are composed of cells, which are the fundamental units of life that carry on the many functions needed to sustain life. | | Benchmark | 1 | The student will know that cells are the fundamental units of life. |
| Grade | 7 | | Standard | IV.A | The student will understand that all organisms are composed of cells, which are the fundamental units of life that carry on the many functions needed to sustain life. | | Benchmark | 5 | The student will recognize that cells convert energy from food for the production of molecules necessary for life, and for life processes including cell growth and cell division. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 1 | The student will relate cellular structures to their functions. |
| Grade | 9-12 | | Standard | IV.A | The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions. | | Benchmark | 5 | The student will differentiate between the processes of photosynthesis and respiration in terms of energy flow, reactants and products |
Mississippi...
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | a | Describe the structure of ATP and its importance in life processes. |
| Grade | 9-12 | | Standard | 4 | Investigate the transfer of energy from the sun to living systems. (L, P). | | Benchmark | B | Examine, compare, and contrast the basic processes of photosynthesis and cellular respiration. |
Missouri...
| Grade | K-12 | | Standard | 3 | In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of characteristics and interactions of living organisms. | | Benchmark | | |
Montana...
| Grade | 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). |
Nebraska...
| Grade | 5-8 | | Standard | 8.4.1 | By the end of eighth grade, students will develop an understanding of the structure and function in living systems. | | Benchmark | Example Indicator | Investigate and explain how cells sustain life through functions (e.g., growth and nutrition). |
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe the form and function of subcellular structures that regulate cell activities. |
| Grade | 9-12 | | Standard | 12.4.1 | By the end of twelfth grade, students will develop an understanding of the cell. | | Benchmark | Example Indicator | Investigate and describe cell functions (e.g., photosynthesis, respiration, cell division). |
Nevada...
| Grade | 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 | 6.8.3 | Investigate and describe how cells, grow, divide, and take in nutrients, which they use to provide energy for cellular functions. |
New Hampshire...
| 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 | Explain how cells use nutrients as a source of energy, e.g. respiration |
| Grade | 7-10 | | 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 | Describe the major functions of the living cell and discuss how different groups of cells perform interrelated functions in any organism. |
| Grade | 7-10 | | Standard | 3c | Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium. | | Benchmark | Proficiency Standard | Compare the transformation of matter and energy during photosynthesis and respiration. |
New Jersey...
| Grade | 7-8 | | Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. | | Benchmark | A1 | Explain how the products respiration and photosynthesis are recycled. |
New Mexico...
| Grade | 7 | | Standard | III | Understand the structure of organisms and the function of cells in living systems. | | Benchmark | 3 | Understand that many basic functions of organisms are carried out in cells, including: growth and division to produce more cells (mitosis); specialized functions of cells (e.g., reproduction, nerve-signal transmission, digestion, excretion, movement, transport of oxygen). |
| Grade | 8 | | Standard | III | Understand the structure of organisms and the function of cells in living systems. | | Benchmark | 1 | Describe how cells use chemical energy obtained from food to conduct cellular functions (i.e., respiration). |
| Grade | 8 | | Standard | III | Understand the structure of organisms and the function of cells in living systems. | | Benchmark | 2 | Explain that photosynthesis in green plants captures the energy from the sun and stores it chemically. |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 3 | Describe the mechanisms for cellular processes (e.g., energy production and storage, transport of molecules, waste disposal, synthesis of new molecules). |
North Carolina...
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.03 | Investigate and analyze the cell as a living system including: Maintenance of homeostasis. Movement of materials into and out of cells. Energy use and release in biochemical reactions. |
| Grade | 9-12 | | Standard | 2 | The learner will develop an understanding of the physical, chemical and cellular basis of life. | | Benchmark | 2.05 | Investigate and analyze the bioenergetic reactions: Aerobic Respiration. Anaerobic Respiration. Photosynthesis. |
North Dakota...
| Grade | 9-12 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 12.4.1 | Understand the structure and function of cells and their components. |
Ohio...
| Grade | 10 | | Standard | D | Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). | | Benchmark | 10 | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). |
| Grade | 10 | | Standard | B | Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. | | Benchmark | 3 | Explain the characteristics of life as indicated by cellular processes including: a. homeostasis b. energy transfers and transformation. c. transportation of molecules. d. disposal of wastes. synthesis of new molecules. |
| 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 | 7 | Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions. |
Oregon...
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Describe photosynthesis as a chemical process and part of the carbon cycle. |
| Grade | 9-10 | | Standard | Content Standard | Understand structure, functions, and interactions of living organisms and the environment. | | Benchmark | Benchmark | Describe, explain, and compare the structure and functions of cells in organisms. |
Pennsylvania...
| Grade | 9-10 | | Standard | 3.3.10.B | Describe and explain the chemical and structural basis of living organisms. Describe the relationship between the structure of organic molecules and the function they serve in living organisms. Identify the specialized structures and regions of the cell and the functions of each. Explain how cells store and use information to guide their functions. Explain cell functions and processes in terms of chemical reactions and energy changes. | | Benchmark | | |
Rhode Island...
| Grade | 9-12 | | Standard | C2 | Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and even movement. In addition to these basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. | | Benchmark | | |
South Carolina...
| Grade | 7 | | Standard | II.A.2 | Cells carry on the many functions needed to sustain life. They grow and divide thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. | | Benchmark | a | Compare the major components of the cell (nucleus*, cytoplasm*, cell membrane*, cell wall*, vacuole*, mitochondrion, nuclear membrane, and chromosome), and their general functions (e.g., mitochondrion is the site of energy production). [The asterisk indicates that the concept has been taught at a previous grade level]. |
| Grade | 7 | | Standard | II.A.2 | Cells carry on the many functions needed to sustain life. They grow and divide thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. | | Benchmark | b | Describe the processes of respiration (aerobic and anaerobic), growth and reproduction (asexual and sexual), removal of wastes, and cellular transport (osmosis and diffusion) in cells. |
| Grade | 9-12 | | Standard | II.A.1 | Cells have particular structures that underlie their function. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. | | Benchmark | b | Identify the cellular structures that are responsible for energy production, waste disposal, molecular synthesis, storage of genetic material, and cell movement. |
South Dakota...
| Grade | 6 | | Standard | 5 | Identify the basic life processes that occur in cells. (example: growth, energy, reproduction, waste elimination). | | Benchmark | | |
| Grade | 9-12 | | Standard | 4 | Relate cellular functions to specialized structures within cells. (example: transport of materials, protein synthesis, energy capture release). | | Benchmark | | |
| Grade | 9-12 | | Standard | 5 | Analyze the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | | |
Tennessee...
| Grade | 9-12 | | Standard | 1.0 | The student will investigate the structures and functions of the cell membrane, cellular organelles, and component biomolecules related to the major cell processes. | | Benchmark | 1.4 | Analyze the various cell processes. |
| Grade | 9-12 | | Standard | 3.0 | The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration, and analyze the major biogeochemical cycles in the biosphere. | | Benchmark | 3.1 | Identify the reactants and products of photosynthesis and respiration. |
Texas...
| Grade | 9-12 | | Standard | 112.43.c.4 | The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. | | Benchmark | B | Investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules. |
Utah...
| Grade | 7 | | Standard | II | Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms. | | Benchmark | 1b | Explain how respiration in animals is a process that converts food energy into mechanical and heat energy. |
| Grade | 8 | | Standard | II | Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms. | | Benchmark | 1a | Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials. |
| Grade | 9-12 | | Standard | II | Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions. | | Benchmark | 2b | Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O). |
Vermont...
| Grade | 7-8 | | Standard | S7-8:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Recognizing that energy from the sun is transferred and utilized in plant and animal cells through chemical changes and then transferred into other forms such as heat (e.g., using word equation). | | Benchmark | a | Plant cells take in carbon dioxide and water and use the energy from sunlight to chemically change them to food (sugar) and oxygen. |
| Grade | 7-8 | | Standard | S7-8:30 | Students demonstrate their understanding of Structure and Function–Survival Requirements by… •??Conducting experiments that investigate how different concentrations of materials (inside vs. outside a cell) will cause water to flow into or out of cells. •??Examining cells under a microscope and identifying cell wall, and chloroplasts and by comparing the function of a common cell structure such as membrane in all cells with the function of a unique structure such as chloroplasts in plant cells. AND •??Examining cells under a microscope, identifying the nucleus and explaining the relationship between genes (located in the nucleus) and traits. | | Benchmark | e | Most plant cells contain chloroplasts where green pigment traps the energy from sunlight and transforms it from light energy into chemical energy. |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | a | In living systems energy flows through matter and is stored and released through chemical reactions. Basic survival energy transformations between cells and their environment include aerobic and anaerobic respiration and photosynthesis reactions. Energy is necessary for work to be accomplished and life to be sustained (e.g., At the cellular level this work can be growth, repair, reproduction, and synthesis.) . |
| Grade | 9-12 | | Standard | S9-12:33 | Students demonstrate their understanding of how Energy Flow Within Cells Supports an Organism’s Survival by •??Comparing and contrasting the structure of mitochondria and chloroplasts as cell organelles, the interrelatedness of their functions, and their importance to the survival of all cells. AND •??Describing a possible flow of energy from the environment through an organism to the cellular level, and through the cell from assimilation through storage in ATP. AND •??Investigating and describing enzyme action under a variety of chemical and physical conditions. | | Benchmark | b | Energy is stored in living systems in ATP molecules. Energy is transformed through living systems from the environment through specific cell organelles and specific chemical processes. |
Virginia...
| Grade | 7 | | Standard | LS.6 | The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. | | Benchmark | a | Energy transfer between sunlight and chlorophyll. |
| Grade | 7 | | Standard | LS.3 | The student will investigate and understand that living things show patterns of cellular organization. | | Benchmark | b | Life functions and processes of cells, tissues, organs, and systems (respiration, removal of wastes, growth, reproduction, digestion, and cellular transport). |
| Grade | 9-12 | | Standard | BIO.3 | The student will investigate and understand the chemical and biochemical principles essential for life. | | Benchmark | d | The capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. |
Washington...
| Grade | 6-8 | | Standard | 1.2 | Understand how components, structures, organizations, and interconnections describe systems. | | Benchmark | 1.2.6 | Understand that specialized cells within multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions. |
| Grade | 9-10 | | Standard | 1.2 | Understand how components, structures, organizations, and interconnections describe systems. | | Benchmark | 1.2.6 | Understand cellular structures, their functions, and how specific genes regulate these functions. |
West Virginia...
| Grade | 6 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.6.4.2 | Students will describe the interactions of various cycles that provide energy through decomposition, photosynthesis, respiration, transpiration in the food web; nitrogen cycle. |
| Grade | 8 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.8.4.5 | Students will demonstrate how living cells obtain the essentials of life through chemical reactions of transpiration, respiration and photosynthesis. |
Wisconsin...
| Grade | 5-8 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.8.1 | Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms. |
| Grade | 9-12 | | Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. | | Benchmark | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
Wyoming...
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 1 | Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction. |
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Inside the Living Cell 