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Alabama...
| Grade | 9-12 | | Standard | 6 | Describe adaptations that allow organisms to exist in specific aquatic environments. | | Benchmark | Benchmark | Explaining the importance of anatomy and physiology in aquaculture |
| Grade | 9-12 | | Standard | 11 | Classify animals according to type of skeletal structure, method of fertilization and reproduction, body symmetry, body coverings, and locomotion | | Benchmark | | |
| Grade | 9-12 | | Standard | 16 | Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem. | | Benchmark | | |
| Grade | 9-12 | | Standard | 2 | Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis. | | Benchmark | - | Identifying functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities |
| Grade | 9-12 | | Standard | 4 | Describe similarities and differences of cell organelles, using diagrams and tables. | | Benchmark | - | Distinguishing between prokaryotic and eukaryotic cells |
| Grade | 9-12 | | Standard | 5 | Identify cells, tissues, organs, organ systems, organisms, populations, communities, and ecosystems as levels of organization in the biosphere. | | Benchmark | - | Recognizing that cells differentiate to perform specific functions |
| Grade | 9-12 | | Standard | 8 | Identify the structure and function of DNA, RNA, and protein. | | Benchmark | - | Explaining relationships among DNA, genes, and chromosomes |
| Grade | 9-12 | | Standard | 9 | Differentiate between the previous five-kingdom and current six-kingdom classification systems. | | Benchmark | Benchmark | Identifying ways in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial and harmful |
| Grade | 7 | | Standard | 3 | Relate major tissues and organs of the skeletal, circulatory, reproductive, muscular, respiratory, nervous, and digestive systems to their functions. | | Benchmark | - | Arranging in order the organizational levels of the human body from the cell through organ systems |
| Grade | 7 | | Standard | 1 | Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment. Identifying homeostasis as the process by which an organism responds to its internal or external environment. Predicting how an organism’s behavior impacts the environment. Identifying unicellular organisms, including bacteria and protists, by their methods of locomotion, reproduction, ingestion, excretion, and effects on other organisms. Identifying the structure of a virus. | | Benchmark | Benchmark | Identifying unicellular organisms, including bacteria and protists, by their methods of locomotion, reproduction, ingestion, excretion, and effects on other organisms |
Alaska...
| Grade | 8 | | Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and
biological evolution. | | Benchmark | [8] SC1.1 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by describing the role of genes in sexual reproduction (i.e., traits of the offspring). |
| Grade | 10 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [10] SC2.2 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by
[10] SC2.2 explaining that cells have specialized structures in which chemical reactions occur. |
| Grade | 11 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [11] SC2.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by [11] SC2.1 describing the structure-function relationship |
| Grade | 7 | | Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and
biological evolution. | | Benchmark | [7] SC1.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by [7] SC1.1 comparing and contrasting sexual and asexual reproduction. |
| Grade | 9 | | Standard | SC3 | Students develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of
matter and energy. | | Benchmark | [9] SC3.1 | The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by [9] SC3.1 describing the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going (L) |
| Grade | 10 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [10] SC2.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship (i.e., joints, lungs). |
| Grade | 10 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [10] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining the functions of organs of major systems (i.e., respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory). |
| Grade | 11 | | Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and
biological evolution. | | Benchmark | [11] SC1.2 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by researching how the processes of natural selection cause changes in species over time. |
| Grade | 11 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [11] SC2.1 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship. |
| Grade | 11 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [11] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependencies of the organs within the immune system and within the endocrine system. |
| Grade | 9 | | Standard | SC1 | Students develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and
biological evolution. | | Benchmark | [9] SC1.1 | The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing that all organisms have chromosomes made of DNA and that DNA determines traits. |
| Grade | 9 | | Standard | SC2 | Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. | | Benchmark | [9] SC2.3 | The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by stating the function of major physiological systems (i.e., circulatory, excretory, digestive, respiratory, reproductive, nervous, immune, endocrine, musculoskeletal, and integumentary). |
Arizona...
| Grade | 9-12 | | Standard | 4 | Understand the scientific principles and processes involved in biological evolution. | | Benchmark | PO 1 | Identify the following components of natural selection, which can lead to speciation:potential for a species to increase its numbers; genetic variability and inheritance of offspring due to mutation and recombination of genes; finite supply of resources required for life; selection by the environment of those offspring better able to survive and produce offspring |
| Grade | 9-12 | | Standard | 4 | Understand the scientific principles and processes involved in biological evolution. | | Benchmark | PO 3 | Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. |
| Grade | 9-12 | | Standard | 3 | Analyze the relationships among various organisms and their environment. | | Benchmark | PO 2. | Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment. |
| 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. |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO2 | Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO5 | Describe the purposes and processes of cellular reproduction. |
| Grade | 9-12 | | Standard | 1 | Understand the role of the cell and cellular processes. | | Benchmark | PO2 | Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. |
Arkansas...
| Grade | 9-12 | | Standard | Standard 11 | Students shall describe the anatomy and physiology of the immune and lymphatic systems. | | Benchmark | BS.11.AP.2 | Discuss the physiological mechanisms of the immune and lymphatic systems |
| Grade | 9-12 | | Standard | Standard 12 | Students shall describe the anatomy and physiology of the respiratory system. | | Benchmark | BS.12.AP.1 | Identify the components of the respiratory system |
| Grade | 9-12 | | Standard | Standard 2 | Students shall understand the role of chemistry in body processes. | | Benchmark | CC.2.AP.9 | Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids |
| Grade | 9-12 | | Standard | Standard 3 | Students shall understand that cells are the basic, structural, and functional units of life. | | Benchmark | APC.3.AP.1 | Explain the structure and function of the plasma membrane |
| Grade | 9-12 | | Standard | Standard 3 | Students shall understand that cells are the basic, structural, and functional units of life. | | Benchmark | APC.3.AP.3 | Describe the structure and function of organelles and cell parts |
| Grade | 9-12 | | Standard | 7 | Students shall demonstrate an understanding that organisms are diverse. | | Benchmark | CDL.7.B.1 | Differentiate among the different domains: Bacteria, Archaea, Eukarya |
| Grade | 9-12 | | Standard | 7 | Students shall demonstrate an understanding that organisms are diverse. | | Benchmark | CDL.7.B.11 | Describe the characteristics used to classify protists: plant-like, animal-like, fungal-like. |
| Grade | 9-12 | | Standard | 7 | Students shall demonstrate an understanding that organisms are diverse. | | Benchmark | CDL.7.B.2 | Differentiate the characteristics of the six kingdoms: Eubacteria, Archaea, Protista, Fungi, Plantae, Animalia |
| Grade | 9-12 | | Standard | Standard 1 | Students shall demonstrate an understanding of the role of chemistry in life processes. | | Benchmark | MC.1.B.1 | Describe the structure and function of the major organic molecules found in living systems: carbohydrates, proteins, enzymes, lipids, nucleic acids |
| Grade | 9-12 | | Standard | Standard 2 | Students shall demonstrate an understanding of the structure and function of cells. | | Benchmark | MC.2.B.3 | Describe the role of sub-cellular structures in the life of a cell: organelles, ribosomes, cytoskeleton. |
| Grade | 9-12 | | Standard | Standard 2 | Students shall demonstrate an understanding of the structure and function of cells. | | Benchmark | MC.2.B.3 | Describe the role of sub-cellular structures in the life of a cell: organelles, ribosomes, cytoskeleton. |
| Grade | 9-12 | | Standard | Standard 2 | Students shall demonstrate an understanding of the structure and function of cells. | | Benchmark | MC.2.B.4 | Relate the function of the plasma (cell) membrane to its structure |
| Grade | 9-12 | | Standard | Standard 6 | Students shall examine the development of the theory of biological evolution. | | Benchmark | HE.6.B.5 | Evaluate evolution in terms of evidence as found in the following: fossil record; DNA analysis; artificial selection; morphology; embryology; viral evolution; geographic distribution of related species; antibiotic and pesticide resistance in various organisms |
| Grade | 9-12 | | Standard | Standard 8 | Students shall demonstrate an understanding of ecological and behavioral relationships among organisms. | | Benchmark | EBR.8.B.5 | Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter. |
| Grade | 9-12 | | Standard | Standard 8 | Students shall demonstrate an understanding of ecological and behavioral relationships among organisms. | | Benchmark | EBR.8.B.6 | Summarize the symbiotic ways in which individuals within a community interact with each other: commensalism, parasitism, mutualism. |
| Grade | 7 | | Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology | | Benchmark | LS.2.7.1 | Illustrate the hierarchical relationships of cells, tissues, organs, and organ systems |
| Grade | 7 | | Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology | | Benchmark | LS.2.7.2 | Analyze how two or more organs work together to perform a function (e.g., mouth and stomach to digest food) |
| Grade | 7 | | Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology | | Benchmark | LS.2.7.6 | Identify human body systems: nervous; digestive; circulatory; respiratory; excretory; integumentary; skeletal/muscular; endocrine; reproductive |
| Grade | 7 | | Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology | | Benchmark | LS.2.7.8 | Investigate functions of human body systems |
| Grade | 7 | | Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology | | Benchmark | LS.3.7.1 | Explain that the fertilized egg cell carries genetic information from each parent and multiplies to form a complete organism |
| Grade | 7 | | Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology | | Benchmark | LS.3.7.1 | Explain that the fertilized egg cell carries genetic information from each parent and multiplies to form a complete organism |
| Grade | 7 | | Standard | Standard 4: Populations and Ecosystems | Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. | | Benchmark | LS.4.7.1 | Explain the role of reproduction in the continuation of a species. |
| Grade | 7 | | Standard | Standard 4: Populations and Ecosystems | Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. | | Benchmark | LS.4.7.1 | Explain the role of reproduction in the continuation of a species. |
| Grade | 8 | | Standard | 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology. | | Benchmark | LS.2.8.2 | Identify different types of single-celled organisms: protists, bacteria. |
| Grade | 8 | | Standard | 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology. | | Benchmark | LS.2.8.4 | Describe and illustrate single-celled organisms found in pond water. |
| Grade | 8 | | Standard | 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology. | | Benchmark | LS.2.8.8 | Identify and describe similarities and differences among organisms of different, but closely related taxa (e.g., pine trees, big cats, rodents, ungulates) |
| Grade | 8 | | Standard | Standard 2 | Students shall demonstrate and apply knowledge of living systems using appropriate safety procedures, equipment, and technology | | Benchmark | LS.2.8.1 | Illustrate the hierarchical relationships of cells, tissues, organs, organ systems, and organisms |
| Grade | 8 | | Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology | | Benchmark | LS.3.8.1 | Identify and explain why inherited characteristics of living things depend on genes |
| Grade | 8 | | Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology | | Benchmark | LS.3.8.15 | Explain the process of natural selection |
| Grade | 8 | | Standard | Standard 3 | Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology | | Benchmark | LS.3.8.16 | Identify genetic traits that make organisms more likely to survive and reproduce in a particular environment |
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 | a | Students know cells function similarly in all living organisms. |
| 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 | a | Students know cells function similarly in all living organisms. |
| 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 | c | Students know the nucleus is the repository for genetic information in plant and animal cells. |
| 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 | c | Students know the nucleus is the repository for genetic information in plant and animal cells. |
| 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. |
| 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 | e | Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | a | Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | a | Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | c | Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants AND animals depend ON a variety of chemical reactions that occur IN specialized areas of the organism's cells. | | Benchmark | c | Students know how prokaryotic cells, eukaryotic cells (including those FROM plants AND animals), AND viruses differ IN complexity AND general structure. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | e | Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants AND animals depend ON a variety of chemical reactions that occur IN specialized areas of the organism's cells. | | Benchmark | g | Students know the role of the mitochondria IN making stored chemical-bond energy available TO cells BY completing the breakdown of glucose TO carbon dioxide. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. | | Benchmark | h | Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. |
| Grade | 9-12 | | Standard | 1 | The fundamental life processes of plants AND animals depend ON a variety of chemical reactions that occur IN specialized areas of the organism's cells. | | Benchmark | j | Students know how eukaryotic cells are given shape AND internal organization BY a cytoskeleton OR cell wall OR both. |
| Grade | 9-12 | | Standard | 6 | Stability in an ecosystem is a balance between competing effects. | | Benchmark | d | Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. |
| Grade | 9-12 | | Standard | 8 | Evolution is the result of genetic changes that occur in constantly changing environments. | | Benchmark | a | Students know how natural selection determines the differential survival of groups of organisms. |
| 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 | b | Students know sexual reproduction produces offspring that inherit half their genes from each parent. |
| 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 | e | Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. |
| Grade | 9-12 | | Standard | 2 | Mutation and sexual reproduction lead to genetic variation in a population. | | Benchmark | e | Students know why approximately half of an individual’s DNA sequence comes from each parent. |
| Grade | 9-12 | | Standard | 4 | Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. | | Benchmark | f | Students know why proteins having different amino acid sequences typically have different shapes and chemical properties. |
| Grade | 9-12 | | Standard | 9 | As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: | | Benchmark | a | Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. |
Colorado...
| Grade | 6-8 | | 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 | 5 | Different types of cells have basic structures, components and functions (for example: cell membrane, nucleus, cytoplasm, chloroplast, single-celled organisms in pond water, Elodea, onion cell, human cheek cell) |
| Grade | 6-8 | | 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 | 8 | Asexual and sexual cell reproduction/division can be differentiated |
| Grade | 6-8 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 12 | individual organisms with certain traits are more likely than others to survive and have offspring. |
| Grade | 6-8 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 2 | human body systems have specific functions and interaction (for example: circulatory and respiratory, muscular and skeletal) |
| Grade | 6-8 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 4 | multicellular organisms have a variety of ways to get food and other matter to their cells (for example: digestion, transport of nutrients by circulatory system) |
| Grade | 6-8 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 9 | chromosomes and genes play a role in heredity (for example, genes control traits, while chromosomes are made up of many genes) |
| Grade | 6-9 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 5 | different types of cells have basic structures, components and functions (for example: cell membrane, nucleus, cytoplasm, chloroplast, single-celled organisms in pond water, Elodea, onion cell, human cheek cell) |
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | 1 | The pattern/process of reproduction and development is specific to different organisms |
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | 10 | Cell reproduction/division has various processes and purposes (mitosis, meiosis, binary fission). |
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | 14 | Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. |
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | 7 | There is a cycling of matter (for example: carbon, nitrogen) and the movement and change of energy through the ecosystem (for example: some energy dissipates as heat as it is transferred through a food web). |
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | 9 | Cellular organelles have specific functions (for example: the relationship of ribosomes to protein, and the relationship of mitochondria to energy transformation). |
| Grade | 9-12 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 11 | DNA has a general structure and function and a role in heredity and protein synthesis (for example: replication of DNA and the role of RNA in protein synthesis) |
| Grade | 9-12 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 18 | organisms change over time in terms of biological evolution and genetics |
| Grade | 9-12 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 3 | there is a purpose of synthesis and breakdown of macromolecules in an organism (for example: carbohydrates, lipids, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis) |
| Grade | 9-12 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 5 | the human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example: mechanisms involved in homeostasis [balance], such as feedback in the endocrine system) |
| Grade | 9-12 | | Standard | Standard 3 | Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) | | Benchmark | 9 | cellular organelles have specific functions (for example: the relationship of ribosomes to protein, and the relationship of mitochondria to energy transformation) |
Connecticut...
| Grade | 9-12 | | Standard | Cell Biology | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | | |
| Grade | 9-12 | | Standard | Cell Biology | The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. | | Benchmark | | |
| Grade | 10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell. | | Benchmark | D 27 | Describe significant similarities and differences in the basic structure of plant and animal cells. |
| Grade | 10 | | Standard | 10.1 | The fundamental life processes depend on the physical structure and the chemical activities of the cell. | | Benchmark | D30 | Explain the role of the cell membrane in maintaining a constant internal environment. |
| Grade | 7 | | Standard | 7.2 | Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance. | | Benchmark | C15 | Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life. |
Delaware...
| Grade | 10 | | Standard | Standard 7 (B) | The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring. | | Benchmark | Expectation | Explain how evolutionary relationships between species are used to group organisms together. |
| Grade | 7 | | Standard | Standard 7 (A) | Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring. | | Benchmark | Expectation | Compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Relate advantages and/or disadvantages of each strategy. |
| Grade | 7 | | Standard | Standard 7 (B) | The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring. | | Benchmark | Expectation | Identify “kingdom” as the first main level of the standard classification system. Observe a variety of living organisms and determine into which kingdom they would be classified. |
| Grade | 12 | | Standard | Standard 8 (B) | Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the Sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. | | Benchmark | Expectation | Illustrate how elements on Earth cycle among the biotic and abiotic components of the biosphere. |
| Grade | 8 | | Standard | Standard 8 (A) | Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. | | Benchmark | Expectation | Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. |
| Grade | 8 | | Standard | Standard 8 (A) | Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. | | Benchmark | Expectation | Categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. |
| Grade | 10 | | Standard | Standard 6 | Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. | | Benchmark | Expectation | Differentiate between prokaryotic cells and eukaryotic cells in terms of their general structures (cell membrane & genetic material) and degree of complexity. Give examples of prokaryotic organisms and organisms with eukaryotic cells. |
| Grade | 10 | | Standard | Standard 6 | Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. | | Benchmark | Expectation | Explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis). |
| Grade | 7 | | Standard | Standard 6 | Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. | | Benchmark | Expectation | Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom. |
| Grade | 7 | | Standard | Standard 6 | Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. | | Benchmark | Expectation | Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. |
| Grade | 7 | | Standard | Standard 6 | Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. | | Benchmark | Expectation | Observe and sketch cells using microscopes and other appropriate tools. Compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources. |
Florida...
| Grade | 7 | | Standard | Big Idea 17: Interdependence | A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. | | Benchmark | SC.7.L.17.2 | Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. |
| Grade | 9-12 | | Standard | 15: Diversity and Evolution of Living Organisms | A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change. | | Benchmark | SC.912.L.15.4 | Describe how and why organisms are hierarchically classified and based on evolutionary relationships. |
| Grade | 9-12 | | Standard | 15: Diversity and Evolution of Living Organisms | A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change. | | Benchmark | SC.912.L.15.6 | Discuss distinguishing characteristics of the domains and kingdoms of living organisms. |
| Grade | 9-12 | | Standard | Big Idea 17: Interdependence | A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. | | Benchmark | SC.7.L.17.2 | Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. |
| Grade | 9-12 | | Standard | Big Idea 17: Interdependence | A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. | | Benchmark | SC.912.L.17.10 | Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle. |
| Grade | 9-12 | | Standard | Big Idea 17: Interdependence | A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. | | Benchmark | SC.912.L.17.2 | Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. |
| Grade | 9-12 | | Standard | Big Idea 17: Interdependence | A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. | | Benchmark | SC.912.L.17.7 | Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems. |
| Grade | 9-12 | | Standard | Standard 14: Org/Devel Living Organisms | A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. | | Benchmark | SC.912.L.14.3 | Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | Standard 16: Heredity and Reproduction | A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale. and genetically modified organisms.
D. Reproduction is characteristic of living things and is essential for the survival of species. | | Benchmark | SC.912.L.16.17 | Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. |
Georgia...
| Grade | 9-12 | | Standard | SB1 | Students will analyze the nature of the relationships between structures and functions in living cell | | Benchmark | a | Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. |
| Grade | 9-12 | | Standard | SB2 | Students will analyze how biological traits are passed on to successive generations. | | Benchmark | SB2.e | Compare the advantages of sexual reproduction and asexual reproduction in different situations. |
| Grade | 9-12 | | Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. | | Benchmark | SB3.c | Examine the evolutionary basis of modern classification systems. |
| Grade | 9-12 | | Standard | SEC1 | Students will analyze how biotic and abiotic factors interact to affect the
distribution of species and the diversity of life on Earth. | | Benchmark | SEC1.a | Characterize the biotic and abiotic components that define various biomes and aquatic life zones. |
| Grade | 9-12 | | Standard | SEC4 | Students will analyze biogeochemical cycles and the flow of energy in ecosystems. | | Benchmark | SEC4.a | Compare and contrast the carbon, water, oxygen, phosphorus, nitrogen, and sulfur
cycles, describing their flow through biotic and abiotic pools, including human
influences. |
| Grade | 7 | | Standard | S7L1 | Students will investigate the diversity of living organisms and how they can be compared scientifically. | | Benchmark | S7L1.b | Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals). |
| 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). |
| 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. |
| Grade | 7 | | Standard | S7L4 | Students will examine the dependence of organisms on one another and their environments. | | Benchmark | S7L4.e | Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain
forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic
communities (i.e. freshwater, estuaries, and marine). |
| Grade | 9-12 | | Standard | SMI1 | Students will analyze different types of microorganisms and their defining
characteristics. | | Benchmark | SMI1.a | Distinguish between different kinds of microorganisms based on cellular
structure, molecular biology and biochemical composition. |
| Grade | 9-12 | | Standard | SMI2 | Students will examine structural components of microbes and their functions. | | Benchmark | SMI2.a | Distinguish between different kinds of microorganisms based on cellular
structure, molecular biology and biochemical composition. |
| Grade | 9-12 | | Standard | SMI2 | Students will examine structural components of microbes and their functions. | | Benchmark | SMI2.c | Examine intracellular organization in microbes and explain how these structures play roles in energy generation, transcription, translation, DNA replication and cellular locomotion. |
Hawaii...
| Grade | 6-8 | | Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. | | Benchmark | Grade Cluster Benchmark | Compare and contrast the body structures of organisms that contribute to their ability to survive and reproduce. |
| Grade | 6-8 | | Standard | 5 | Students describe, analyze, and give examples of how organisms are dependent on one
another and their environments. | | Benchmark | Grade Cluster Benchmark | Identify and describe the biotic and abiotic factors that affect the carrying capacity of a specific niche. |
| Grade | 6-8 | | Standard | 9 | Students explain the structure, functions, and reproduction of living cells. | | Benchmark | Grade Cluster Benchmark | Describe and analyze structure and function at various levels of organization (cellular, tissue, organ, system, and organism). |
| 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. |
Idaho...
| Grade | 7 | | 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 | 7.S.3.3.3 | Identify the functions of cell structures |
| Grade | 9-10 | | 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 | 9-10.B.3.3.1 | Identify the particular structures that underlie the cellular functions. |
Illinois...
| Grade | 6-8 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.3a | Explain how cells function as “building blocks” of organisms and describe the require¬ments for cells to live. |
| Grade | 6-8 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | Benchmark | 12.A.3c | Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells). |
| Grade | 6-8 | | Standard | A | Know and apply concepts that explain how living things function, adapt and change. | | 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. |
| 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. |
| Grade | 9-10 | | Standard | B | Know and apply concepts that describe how living things interact with each other and with their environment. | | Benchmark | 12.B.4a | Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms. |
Indiana...
| Grade | 9-12 | | Standard | ENV.1 | Students investigate, through laboratory and fieldwork, the concepts of environmental systems, populations, natural resources, and environmental hazards. | | Benchmark | ENV.1.9 | Diagram the cycling of carbon, nitrogen, phosphorus, and water. |
| Grade | 7 | | Standard | 4 | Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. | | Benchmark | 7.4.1 | Explain that similarities among organisms are found in external and internal anatomical features, including specific characteristics at the cellular level, such as the number of chromosomes. Understand that these similarities are used to classify organisms since they may be used to infer the degree of relatedness among organisms. |
| Grade | 7 | | Standard | 4 | Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. | | Benchmark | 7.4.5 | Explain that the basic functions of organisms, such as extracting energy from food and getting rid of wastes, are carried out within the cell and understand that the way which cells function is similar in all organisms. |
| Grade | 8 | | Standard | 4 | Students trace the flow of matter and energy through ecosystems. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight. | | 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. |
| 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.1.2 | Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move. |
| Grade | 9-12 | | Standard | 4 | Students trace the flow of matter and energy through ecosystems. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight. | | Benchmark | B.1.12 | Compare and contrast the form and function of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | 4 | Students trace the flow of matter and energy through ecosystems. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight. | | Benchmark | B.1.15 | Understand and explain that, in biological systems, structure and function must be considered together. |
| Grade | 9-12 | | Standard | 4 | Students trace the flow of matter and energy through ecosystems. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight. | | Benchmark | B.1.43 | Understand that and describe how organisms are influenced by a particular combination of living and nonliving components of the environment. |
Iowa...
| Grade | 6-8 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of the basic components and functions of cells, tissues, organs, and organ systems. | | Benchmark | | |
| Grade | 6-8 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of the complementary nature of structure and function and the commonalities among organisms. | | Benchmark | | |
| Grade | 6-8 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of: interdependency of organisms, changes in environmental conditions, and survival of individuals and species; the cycling of matter and energy in ecosystems. | | Benchmark | | |
| Grade | 9-12 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of the cell. | | Benchmark | Benchmark | Understand and apply knowledge of structures and functions: Cell structures underlie functions; Cell membranes, absorption and diffusion; Basic cell processes
|
| Grade | 9-12 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of: interdependency of organisms, changes in environmental conditions, and survival of individuals and species; the cycling of matter and energy in ecosystems. | | Benchmark | | |
| Grade | 9-12 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of: interdependency of organisms, changes in environmental conditions, and survival of individuals and species; the cycling of matter and energy in ecosystems. | | Benchmark | Benchmark | Understand and apply knowledge of materials cycling: Atoms and molecules cycle (e.g., carbon, nitrogen, oxygen cycles).
|
| Grade | 9-12 | | Standard | Essential Concepts and Skills | Understand and apply knowledge of: interdependency of organisms, changes in environmental conditions, and survival of individuals and species; the cycling of matter and energy in ecosystems. | | Benchmark | Benchmark | Understand and apply knowledge of organism interrelationships: Cooperation and competition within ecosystems; Interrelationships and interdependency lead to long-term stable systems |
Kansas...
| Grade | 5-7 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 2 | The student will understand the role of reproduction and heredity for all living things. |
| Grade | 5 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 1 | The student will model structures of organisms and relate functions to the structures. |
| Grade | 6 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 1 | The student will model structures of organisms and relate functions to the structures. |
| Grade | 7 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 1 | The student will model structures of organisms and relate functions to the structures. |
| Grade | 8-12 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 1 | The student will demonstrate an understanding of the structure and function of the cell. |
| Grade | 8-12 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 4 | The student will understand the interdependence of organisms and their interaction with the physical environment. |
| Grade | 8-12 | | Standard | 3 | The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms. | | Benchmark | 7 | The student will demonstrate an understanding of the diversity of structure and function in organisms. |
Kentucky...
| Grade | 7 | | Standard | SC-07-3.4.2 | Students will describe and compare sexual and asexual reproduction. | | Benchmark | | |
| Grade | 7 | | Standard | SC-07-4.7.1 | Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors. | | Benchmark | | |
| Grade | 8 | | Standard | SC-08-4.7.1 | Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components within an ecosystem. | | Benchmark | | |
| Grade | 9-12 | | Standard | SC-HS-3.4.7 | Students will: classify organisms into groups based on similarities; infer relationships based on internal and external structures and chemical processes. | | Benchmark | | |
Louisiana...
| Grade | 10 | | Standard | GLE 1 | Compare prokaryotic and eukaryotic cells (LS-H-A1). | | Benchmark | | |
| Grade | 10 | | Standard | GLE 19 | Compare characteristics of the major kingdoms (LS-H-C5). | | Benchmark | | |
| Grade | 10 | | Standard | GLE 2 | Identify and describe structural and functional differences among organelles (LS-H-A1). | | Benchmark | | |
| Grade | 10 | | Standard | GLE 23 | Illustrate the flow of carbon, nitrogen, and water through an ecosystem (LS-H-D1) (SE-H-A6). | | Benchmark | | |
| Grade | 7 | | Standard | GLE 36 | Distinguish the essential roles played by biotic and abiotic components in various ecosystems
(SE-M-A1). | | Benchmark | | |
| Grade | 7 | | Standard | GLE 23 | Classify organisms based on structural characteristics, using a dichotomous key (LS-M-C1). | | Benchmark | | |
| Grade | 7 | | Standard | GLE 14 | Differentiate between sexual and asexual reproduction (LS-M-B1). | | Benchmark | | |
| Grade | 7 | | Standard | GLE 41 | Describe the nitrogen cycle and explain why it is important for the survival of organisms (SE-M-A7). | | Benchmark | | |
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. |
| Grade | 5-8 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 1 | Compare systems of classifying organisms including systems used by scientists. |
| Grade | 9-12 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 2 | Describe similarities and differences among organisms within each level of the taxonomic system for classifying organisms (kingdom through species). |
| Grade | 5-8 | | Standard | D | Students will understand the basis for all life and that all living things change over time. | | Benchmark | 4 | Compare how sexually and asexually reproducing species transfer genetic information to offspring. |
| 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). |
| Grade | 9-12 | | Standard | B | Students will understand how living things depend on one another and on non-living aspects of the environment. | | Benchmark | 1 | Illustrate the cycles of matter in the environment and explain their interrelationships. |
Maryland...
| Grade | 8 | | Standard | 6.8.2 | The student will identify and explain the interdependency of organisms within the environment in a given ecosystem (i.e., producer/consumer, predator/prey, host/parasite). (MLO 6.1) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | The student will use physical, chemical,
biological, and ecological concepts to
analyze and explain the inter-
dependence of organisms within the
environment. | | Benchmark | | |
| Grade | 8 | | Standard | 3.8.1 | The student will cite evidence to explain that living organisms, including humans, are composed of cells (single-celled to multi-cellular) of which details can usually be seen through a microscope (i.e., cell walls, membranes, nucleus, chloroplasts, chromosomes, mitochondria). (MLO 3.1) | | Benchmark | | |
| Grade | 8 | | Standard | 3.8.2 | The student will analyze the structure and function of cells, tissues, organs, and systems, and their interactions in living organisms including the human body. (MLO 3.2) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | The student will analyze the
interrelationships and
interdependencies among different
organisms and explain how these
relationships contribute to the stability
of the ecosystem (diversity,
succession, niche).
(CLG 3.5.2) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | The student will analyze the
relationships among organisms and
between organisms and abiotic factors
(abiotic/boitic factors: space, soil, water, air, temperature, food, light,
organisms; relationships: predator –
prey, parasite – host, mutualism,
commensalism). (CLG 3.5.1) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | 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) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | The student will estimate degrees of kinship among organisms or Species (classification, anatomical similarities, similarities of DNA base and/or amino acid sequence). (CLG 3.4.2) | | Benchmark | | |
| Grade | 9-12 | | Standard | Standard | 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) | | Benchmark | | |
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 | 2.2 | Differentiate between prokaryotic cells and eukaryotic cells, in terms of their general structures and degrees of complexity.* |
| Grade | 9-10 | | Standard | 5 | Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments. | | Benchmark | 5.3 | Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.) |
| Grade | 9-10 | | Standard | 6 | Ecology is the interaction between living organisms and their environment. | | Benchmark | 6.1 | Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon, oxygen, and nitrogen). |
| Grade | 9-10 | | Standard | 6 | Ecology is the interaction between living organisms and their environment. | | Benchmark | 6.5 | Explain how symbiotic behavior produces interactions within ecosystems. |
| Grade | 6-8 | | Standard | 1 | Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom. | | Benchmark | | |
| Grade | 6-8 | | Standard | 13 | Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive. | | Benchmark | | |
| Grade | 6-8 | | Standard | 2 | Recognize that all organisms are composed of cells, and that many organisms are singlecelled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. | | Benchmark | 2 | Observe, describe, record, and compare a variety of unicellular organisms found in aquatic ecosystems. |
| Grade | 6-8 | | 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 | | |
| 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 | | |
Michigan...
| Grade | 9-12 | | Standard | L2.p1 | All organisms are composed of cells, from just one cell to many cells. Water accounts for more than two-thirds of the weight of a cell, which gives cells many of their properties. In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells and function to serve the needs of organisms for food, air, and waste removal. The way in which cells function is similar in all living organisms. | | Benchmark | L2.p1E | Compare and contrast how different organisms accomplish similar functions (e.g., obtain oxygen for respiration, and excrete waste). |
| Grade | 9-12 | | Standard | L3.p3 | The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic actors, such as quantity of light and water, range of temperatures, and soil composition | | Benchmark | L3.p3C | Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon, oxygen, and nitrogen). |
| Grade | 9-12 | | Standard | L3.p2 | 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. (prerequisite) | | Benchmark | L3.p2A | Describe common relationships among organisms and provide examples of producer/consumer, predator/ prey, or parasite/host relationship. |
| Grade | 9-12 | | Standard | L4.p1 | 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 | L4.p1A | Compare and contrast the differences between sexual and asexual reproduction. |
| Grade | 7 | | Standard | L.HE.M.2 Reproduction | 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 | L.HE.07.21 | Compare how characteristics of living things are passed on through generations, both asexually and sexually. |
| Grade | 7 | | Standard | L.OL.M.2 Cell Functions | All organisms are composed of cells, from one cell to many cells. In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells, and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is similar in all living organisms. | | Benchmark | L.OL.07.21 | Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms). |
| Grade | 7 | | Standard | L.OL.M.2 Cell Functions | All organisms are composed of cells, from one cell to many cells. In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells, and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is similar in all living organisms. | | Benchmark | L.OL.07.24 | Recognize that cells function in a similar way in all organisms. |
Minnesota...
| Grade | 7 | | Standard | 7.4.3.1 | Reproduction is a characteristic of all organisms and is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual reproduction. | | Benchmark | 7.4.3.1.2 | Recognize that in asexually reproducing organisms all the genes come from a single parent, and that in sexually reproducing organisms about half of the genes come from each parent. |
| Grade | 7 | | Standard | 7.4.2.1 | Natural systems include a variety of organisms that interact with one another in several ways. | | Benchmark | 7.4.2.1.2 | Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer. |
| Grade | 7 | | Standard | 7.4.1.2 | All living organisms are composed of one or more cells which carry on the many functions needed to sustain life. | | Benchmark | 7.4.1.2.1 | Recognize that cells carry out life functions, and that these functions are carried out in a similar way in all organisms, including animals, plants, fungi, bacteria and protists. |
| Grade | 9-12 | | Standard | 9.4.1.2 | Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. | | Benchmark | 9.4.1.2.3 | Describe how viruses, prokaryotic cells and eukaryotic cells differ in relative size, complexity and general structure. |
| Grade | 9-12 | | Standard | 9.4.1.2 | Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. | | Benchmark | 9.4.1.2.4 | Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction. |
Mississippi...
| Grade | 9-12 | | Standard | 3 | Investigate and evaluate the interaction between living organisms and their environment. | | Benchmark | 3.b | Provide examples to justify the interdependence among environmental elements.: Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves); Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms to herbivores, carnivores, and decomposers); Roles of beneficial bacteria; Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism, symbiosis, and mutualism) |
| Grade | 9-12 | | Standard | 3 | Investigate and explain how organisms interact with their environment. | | Benchmark | 3.b | Analyze and explain the interactions among organisms for each level of biological organization: Biotic and abiotic; Predation, competition, symbiosis, mutualism, commensalism, parasitism, etc; Food chains, food webs, and food pyramids |
| Grade | 9-12 | | Standard | 3 | Investigate and explain how organisms interact with their environment. | | Benchmark | 3.c | Analyze energy flow through an ecosystem by assessing the roles of carnivores, omnivores, herbivores, producers, and decomposers and determine their effects on an ecosystem. |
| Grade | 9-12 | | Standard | 4 | Analyze and explain the structures and function of the levels of biological organization. | | Benchmark | 4.a | Differentiate among plant and animal cells and eukaryotic and prokaryotic cells; Functions of all major cell organelles and structures (e.g., nucleus, mitochondrion, rough ER, smooth ER, ribosomes, Golgi bodies, vesicles, lysosomes, vacuoles, microtubules, microfilaments, chloroplast, cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane, cell wall, cell membrane [active and passive transport], cytosol); Components of mobility (e.g., cilia, flagella, pseudopodia) |
| Grade | 9-12 | | Standard | 4 | Investigate, compare, and contrast cell structures, functions, and methods of reproduction. | | Benchmark | 4.a | Compare and contrast cell structures, functions, and methods of reproduction to analyze the similarities and differences among cell types: Prokaryotic/eukaryotic; Unicellular/multicellular; Plant/animal/bacterial/protist/fungal |
| Grade | 9-12 | | Standard | 6 | Apply the concept of evolution to the diversity of organisms. | | Benchmark | 3.b | Provide examples to justify the interdependence among environmental elements.: Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves); Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms to herbivores, carnivores, and decomposers); Roles of beneficial bacteria; Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism, symbiosis, and mutualism) |
| Grade | 9-12 | | Standard | 6 | Apply the concept of evolution to the diversity of organisms. | | Benchmark | 6.a | Classify organisms into groups based on their unique characteristics (e.g., cell type, nutrition, reproductive methods, organism examples, etc.) and trace the evolutionary relationships among the groups. |
| Grade | 9-12 | | Standard | 6 | Demonstrate an understanding of principles that explain the diversity of life and biological evolution. | | Benchmark | 6.a | Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships: Characteristics of the six kingdoms; Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus, and species); Body plans (symmetry); Methods of sexual reproduction (e.g., conjugation, fertilization, pollination); Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation) |
| Grade | 7 | | Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. | | Benchmark | 3.b | Classify the organization and development of living things to include prokaryotic (e.g., bacteria) and eukaryotic organisms (e.g., protozoa, certain fungi, multicellular animals and plants). |
| Grade | 7 | | Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. | | Benchmark | 3.d | Compare and contrast reproduction in terms of the passing of genetic information (DNA) from parent to offspring: Sexual and asexual reproduction; Reproduction that accounts for evolutional adaptability of species; Mitosis and meiosis; Historical contributions and significance of discoveries of Gregor Mendel and Thomas Hunt Morgan as related to genetics. |
| Grade | 7 | | Standard | 3 | Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. | | Benchmark | 3.e | Compare and contrast how organisms obtain and utilize matter and energy: How organisms use resources, grow, reproduce, maintain stable internal conditions (homeostasis) and recycle waste; How plants break down sugar to release stored chemical energy through respiration. |
| Grade | 8 | | Standard | 3 | Compare and contrast the structure and functions of the cell, levels of organization of living things, basis of heredity, and adaptations that explain variations in populations. | | Benchmark | 3.b | Compare and contrast the major components and functions of different types of cells: Differences in plant and animal cells; Structures (nucleus, cytoplasm, cell membrane, cell wall, mitochondrion, and nuclear membrane); Different types of cells and tissues (e.g., epithelial, nerve, bone, blood, muscle). |
| Grade | 8 | | Standard | 3 | Compare and contrast the structure and functions of the cell, levels of organization of living things, basis of heredity, and adaptations that explain variations in populations. | | Benchmark | 3.e | Explain energy flow in a specified ecosystem: Populations, communities, and habitats; Niches, ecosystems and biomes; Producers, consumers and decomposers in an ecosystem |
| Grade | 9-12 | | Standard | 3 | Explore and demonstrate an understanding of the classification of microorganisms. | | Benchmark | 3.a | Cite examples to differentiate between the characteristics of eukaryotes and prokaryotes. |
| Grade | 9-12 | | Standard | 3 | Explore and demonstrate an understanding of the classification of microorganisms. | | Benchmark | 3.b | Cite examples and compare the characteristics of prokaryotes, fungi, and protists. |
| Grade | 9-12 | | Standard | 2 | Develop an understanding of levels of organization and animal classification. | | Benchmark | 2.a | Explain how organisms are classified and identify characteristics of major groups: Levels of organization of structures in animals (e.g., cells, tissues, organs, and systems); Characteristics used to classify organisms (e.g., cell structure, biochemistry, anatomy, fossil record, and methods of reproduction) |
Missouri...
| Grade | 9-12 | | Standard | 1.A | All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem | | Benchmark | 1.A.B1.a | Explain the nature of interactions between organisms in predator/prey relationships and different symbiotic relationships (i.e., mutualism, commensalisms, parasitism) |
| Grade | 9-12 | | Standard | 2.B | Matter is recycled through an ecosystem | | Benchmark | 2.B.B1.a | Explain the processes involved in the recycling of nitrogen, oxygen, and carbon through an ecosystem |
| Grade | 8 | | Standard | 3.3.A | Reproduction can occur asexually or sexually. | | Benchmark | 3.A.8.a | Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one set each) passed from parent(s) to offspring |
| Grade | 8 | | Standard | 3.C | Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during | | Benchmark | 3.C.8.b | Recognize and describe how when asexual reproduction occurs, the same genetic information found in the parent cell is copied and passed on to each new daughter cell |
| Grade | 8 | | Standard | 3.D | There is heritable variation within every species of organism | | Benchmark | 3.D.8.a | Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change in the parent genes) |
| Grade | 9-12 | | Standard | 1.C | Cells are the fundamental units of structure and function of all living things | | Benchmark | 1.C.B1.a | Recognize all organisms are composed of cells, the fundamental units of structure and function |
| Grade | 9-12 | | Standard | 1.C | Cells are the fundamental units of structure and function of all living things | | Benchmark | 1.C.B1.b | Describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosome, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism |
| Grade | 9-12 | | Standard | 3.1.E | Biological classifications are based on how organisms are related. | | Benchmark | 1.E.B1.a | Explain how similarities used to group taxa might reflect evolutionary relationships (e.g., similarities in DNA and protein structures, internal anatomical features, patterns of development) |
| Grade | 9-12 | | Standard | 3.3.A | Reproduction can occur asexually or sexually. | | Benchmark | 3.A.B1.a | Distinguish between asexual (i.e., binary fission, budding, cloning) and sexual reproduction |
| Grade | 9-12 | | Standard | 3.C | Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during | | Benchmark | 3.C.B1.a | Recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell |
Montana...
| Grade | 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 | 3.1 | A proficient student will compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans. |
| Grade | 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 | 3.4 | A proficient student will investigate and explain the interdependent nature of
populations and communities in the environment and describe how species in these populations adapt by evolving |
| Grade | 8 | | Standard | 3 | Students, through the inquiry process, 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 | 3.5 | A proficient student will create and use a basic classification scheme to identify plants and animals |
| Grade | 9-12 | | Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. | | Benchmark | 3.3 | A proficient student will communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (e.g., Punnett squares) |
| Grade | 9-12 | | Standard | 3 | Students, through the inquiry process, 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 | 3.1 | A proficient student will investigate and use appropriate technology to demonstrate that cells have common features including differences that determine function and that they are composed of common building blocks (e.g., proteins, carbohydrates, nucleic acids, lipids) |
| Grade | 9-12 | | Standard | 3 | Students, through the inquiry process, 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 | 3.5 | A proficient student will generate and apply biological classification schemes to infer and discuss the degree of divergence between ecosystems |
Nebraska...
| Grade | 5-8 | | 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 | 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 describe the levels of organizations: cells, tissues, organs, organ systems, whole organisms, and ecosystems. |
| 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. |
| Grade | 9-12 | | Standard | 12.4.4 | By the end of twelfth grade, students will develop an understanding of the interdependence of organisms. | | Benchmark | Example Indicator | Investigate and describe the flow of energy through ecosystems, in one direction, from producers to herbivores to carnivores and decomposers.; Investigate and cite examples of organisms cooperating and competing in ecosystems.; Investigate and understand that interactions among organisms are affected by the conflict between an organism’s capacity to produce infinite populations and the finite amount of resources. |
Nevada...
| Grade | 6-8 | | Standard | L8B | Students understand that living things are composed of cells, which are specialized in multi cellular organisms to perform a variety of life functions. | | Benchmark | L.8.B.1 | Students know all organisms are composed of cells, which are the fundamental units of life |
| Grade | 6-8 | | Standard | L8B | Students understand that living things are composed of cells, which are specialized in multi cellular organisms to perform a variety of life functions. | | Benchmark | L.8.B.3 | Students know some organisms are made of just one cell and that multicellular organisms can consist of thousands to millions of cells working together. |
| Grade | 6-8 | | Standard | L8C | Students understand how living and non-living components of ecosystems interact. | | Benchmark | L.8.C.2 | Students know how to characterize organisms in any ecosystem by their functions. |
| Grade | 6-8 | | Standard | L8C | Students understand how living and non-living components of ecosystems interact. | | Benchmark | L.8.C.4 | Students know interrelated factors affect the number and type of organisms an ecosystem can support. |
| Grade | 6-8 | | Standard | L8D | Students understand that life forms change over time, contributing to the variety of organisms found on the Earth. | | Benchmark | L.8.D.1 | Students know species can be identified and classified based upon their characteristics. |
| Grade | 9-12 | | Standard | L12B | Students understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet life’s needs. | | Benchmark | L.12.B.1 | Students know cell structures and their functions. |
| Grade | 9-12 | | Standard | L12C | Students understand that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the living
and non-living components of the Earth. | | Benchmark | L.12.C.1 | Students know relationships of organisms and their physical environments. |
| Grade | 9-12 | | Standard | L12C | Students understand that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among the living
and non-living components of the Earth. | | Benchmark | L.12.C.2 | Students know how changes in an ecosystem can Explain how a given organism interacts with biotic and abiotic parts of its ecosystem. |
| Grade | 9-12 | | Standard | L12D | Students understand biological evolution and diversity of life. | | Benchmark | L.12.D.1 | Students know organisms can be classified based on evolutionary relationships. |
New Hampshire...
| Grade | 11-12 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:12:1.1 | Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways. |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:8:1.1 | Recognize that similarities among organisms are found in anatomical features and patterns of development; and
explain how these can be used to infer the degree of relatedness among organisms. |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:8:2.4 | Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism. [LS1(5-8)FAF-4] |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:8:3.1 | Differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to reproduce, typically half the genes come from each parent. |
| Grade | 7-8 | | Standard | LS2 | Energy flows and matter recycles through an ecosystem. | | Benchmark | S:LS2:8:3.4 | Describe how matter is recycled within ecosystems and explain that the total amount of matter remains the same, though its form and location change. |
| Grade | 7-8 | | Standard | LS3 | Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and
biochemistry). | | Benchmark | S:LS3:8:2.3 | Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features). |
| Grade | 9-10 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:11:1.4 | Differentiate between prokaryotic and eukaryotic cells according to general structure and degrees of complexity. |
| Grade | 9-10 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:11:1.1 | Describe how organisms are classified into a hierarchy of groups and subgroups, which are based on similarities that reflect their evolutionary relationships. |
| Grade | 9-10 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | S:LS1:11:2.1 | Identify the structures of different types of cell parts/organelles and explain the functions they perform. |
| Grade | 9-10 | | Standard | LS2 | Energy flows and matter recycles through an ecosystem. | | Benchmark | S:LS2:11:3.1 | Explain that as matter and energy flow through different levels of organization in living systems and between living systems and the environment, elements, such as carbon and nitrogen, are recombined in different ways. |
New Jersey...
| Grade | 8 | | Standard | 5.3.A | All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. | | Benchmark | 5.3.8.A.1 | Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism. |
| Grade | 8 | | Standard | 5.3.C | All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. | | Benchmark | 5.3.8.C.1 | Model the effect of positive and negative changes in population size on a symbiotic pairing. |
| Grade | 8 | | Standard | 5.3.D | All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. | | Benchmark | 5.3.8.D.1 | Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. |
| Grade | 9-12 | | Standard | 5.3.A | All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. | | Benchmark | 5.3.12.A.3 | Predict a cell’s response in a given set of environmental conditions. |
| Grade | 9-12 | | Standard | 5.3.C | All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. | | Benchmark | 5.3.12.C.1 | Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. |
New Mexico...
| Grade | 7 | | Standard | I | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 7.3 | Explain how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs). |
| Grade | 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. |
| Grade | 7 | | Standard | III | Understand the structure of organisms and the function of cells in living systems. | | Benchmark | 1 | Understand that organisms are composed of cells and identify unicellular and multicellular organisms. |
| 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 | II.II | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. | | Benchmark | 1 | Describe how matter moves through ecosystems (e.g., water cycle, carbon cycle). |
| Grade | 8 | | Standard | II.II.I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 2 | Describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores,
carnivores, omnivores, predator-prey, symbiosis, mutualism). |
| Grade | 9-12 | | Standard | II.II.I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 2 | Describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores,
carnivores, omnivores, predator-prey, symbiosis, mutualism). |
| Grade | 9-12 | | Standard | II.II.I | Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy. | | Benchmark | 8 | Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species), including: classification of an organism into a category; similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities; similarities of organisms reflecting evolutionary relationships. |
| Grade | 9-12 | | Standard | III | Understand the characteristics, structures, and functions of cells. | | Benchmark | 2 | Know that specialized structures inside cells in most organisms carry out different functions, including: parts of a cell and their functions (e.g., nucleus, chromosomes, plasma, and mitochondria); storage of genetic material in DNA; similarities and differences between plant and animal cells; prokaryotic and eukaryotic cells. |
New York...
| Grade | 5-8 | | Standard | 1 | Human decisions and activities have had a profound impact on the physical and living environment. | | Benchmark | Performance Indicator | Describe how living things, including humans, depend upon the living and nonliving environment for their survival. |
| Grade | 5-8 | | Standard | 1 | Human decisions and activities have had a profound impact on the physical and living environment. | | Benchmark | Performance Indicator | Describe the effects of environmental changes on humans and other populations. |
| Grade | 5-8 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Compare and contrast the parts of plants, animals, and one-celled organisms. |
| 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. |
| Grade | 5-8 | | Standard | 4 | The continuity of life is sustained through reproduction and development. | | Benchmark | Performance Indicator | Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. |
| Grade | 5-8 | | Standard | 4 | The continuity of life is sustained through reproduction and development. | | Benchmark | Performance Indicator | Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction. |
| Grade | 5-8 | | Standard | 5 | Organisms maintain a dynamic equilibrium that sustains life. | | Benchmark | Performance Indicator | Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. |
| Grade | 9-12 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Explain how diversity of populations within ecosystems relates to the stability of ecosystems. |
| Grade | 9-12 | | Standard | 1 | Living things are both similar to and different from each other and nonliving things. | | Benchmark | Performance Indicator | Explain how a one-celled organism is able to function despite lacking the levels of
organization present in more complex organisms. |
| Grade | 9-12 | | Standard | 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 | Explain how the structure and replication of genetic material result in offspring that resemble |
| Grade | 9-12 | | Standard | 4 | The continuity of life is sustained through reproduction and development. | | Benchmark | Performance Indicator | Explain how organisms, including humans, reproduce their own kind. |
| Grade | 9-12 | | Standard | 6 | Plants and animals depend on each other and their physical environment. | | Benchmark | Performance Indicator | Explain factors that limit growth of individuals and populations. |
North Carolina...
| Grade | 9-12 | | Standard | Bio.2.1 | Analyze the interdependence of
living organisms within their environments. | | Benchmark | Bio.2.1.1 | Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating
the significance of each to maintaining the health and sustainability of an ecosystem.
|
| Grade | 9-12 | | Standard | Bio.2.1 | Analyze the interdependence of
living organisms within their environments. | | Benchmark | Bio.2.1.3 | Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. |
| Grade | 9-12 | | Standard | Bio.1.1 | Understand the relationship between the structures and functions of cells and their organelles. | | Benchmark | Bio.1.1.1 | Summarize the structure and function of organelles in eukaryotic cells (including: the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell. |
| Grade | 9-12 | | Standard | Bio.1.1 | Understand the relationship between the structures and functions of cells and their organelles. | | Benchmark | Bio.1.1.2 | Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity. |
| Grade | 9-12 | | Standard | Bio.1.2 | Analyze the cell as a living system. | | Benchmark | Bio.1.2.3 | Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms). |
| Grade | 8 | | Standard | 8.L.3 | Understand how organisms interact with and respond to the biotic and abiotic components of their environment. | | Benchmark | 8.L.3.2 | Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: Coexistence and cooperation, Competition (predator/prey), Parasitism, Mutualism |
| Grade | 8 | | Standard | 8.L.3 | Understand how organisms interact with and respond to the biotic and abiotic components of their environment. | | Benchmark | 8.L.3.3 | Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).
|
| Grade | 7 | | Standard | 7.L.2 | Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring. | | Benchmark | 7.L.2.1 | Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis). |
| Grade | 8 | | Standard | 8.L.1 | Understand the hazards caused by agents of diseases that effect living organisms. | | Benchmark | 8.L.1.1 | Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease. |
| Grade | 7 | | Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. | | Benchmark | 7.L.1.1 | Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: Euglena, Amoeba. Paramecium, Volvox |
| Grade | 7 | | Standard | 7.L.1 | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. | | Benchmark | 7.L.1.2 | Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). |
North Dakota...
| Grade | 7 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 7.4.1 | Explain the functions of the cell (e.g., growth, metabolism, reproduction, photosynthesis, response) |
| Grade | 7 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 7.4.3 | Identify the characteristics of reproduction (e.g., sexual, asexual) |
| Grade | 7 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 7.4.4 | Identify interactions among organisms and their environment (e.g., competition, mutualism, predator/prey, consumers, producers) |
| Grade | 7 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 7.4.5 | Classify organisms (e.g., taxonomic groups) |
| Grade | 9-10 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 9-10.4.1 | Relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast) |
| Grade | 9-10 | | Standard | 4 | Students understand the basic concepts and principles of life science. | | Benchmark | 9-10.4.11 | Explain how matter and energy flow through living and nonliving components in an ecosystem (e.g., carbon cycle, water cycle, nitrogen cycle) |
Ohio...
| Grade | 10 | | Standard | A | Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. | | Benchmark | 1 | Explain that living cells: a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur); b. are the basic unit of structure and function of all living things; c. come from pre-existing cells after life originated, and d. are different from viruses. |
| Grade | 10 | | Standard | A | Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. | | Benchmark | 2 | Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. |
| 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 | 10 | | Standard | E | Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. | | Benchmark | 12 | Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. |
| Grade | 10 | | Standard | F | Explain the structure and function of ecosystems and relate how ecosystems change over time. | | Benchmark | 15 | Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). |
| Grade | 7 | | Standard | C | Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. | | Benchmark | 2 | Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualism and commensalism). |
| Grade | 7 | | Standard | 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. |
Oklahoma...
| Grade | 9-12 | | Standard | 3 | Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards. | | Benchmark | 1 | Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures). |
| Grade | 9-12 | | Standard | 4 | Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. | | Benchmark | 2 | Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). |
| Grade | 9-12 | | Standard | 5 | Living systems require a continuous input of energy to maintain their chemical and physical organizations. | | Benchmark | 2 | As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids). |
| Grade | 7 | | Standard | 2 | Living systems at all levels of organization demonstrate the complementary nature of structure and function. | | Benchmark | 1 | Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems). |
| Grade | 7 | | Standard | 4 | All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: | | Benchmark | 1 | Living organisms strive to maintain a constant internal environment (i.e., temperature regulation). |
| Grade | 8 | | Standard | 3 | Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal and external structures. Adaptation involves the selection of naturally occurring variations in populations. | | Benchmark | 1 | By classifying organisms, biologists consider details of internal and external structure. |
| Grade | 9-12 | | Standard | 1 | Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. | | Benchmark | 1 | Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. |
Oregon...
| Grade | 7 | | Standard | 7.2 | The components and processes within a system interact. | | Benchmark | 7.2L.1 | Explain how organelles within a cell perform cellular processes and how cells obtain the raw materials for
those processes. |
| Grade | 9-12 | | Standard | H.2 | The components in a system can interact in dynamic ways that may result in change. In systems, changes occur with a flow of energy and/or transfer of matter. | | Benchmark | H.2L.2 | Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in ecosystems |
| Grade | 9-12 | | Standard | H.2 | The components in a system can interact in dynamic ways that may result in change. In systems, changes occur with a flow of energy and/or transfer of matter. | | Benchmark | H.2L.2 | Describe how asexual and sexual reproduction affect genetic diversity. |
| Grade | 7 | | Standard | 7.1 | Living and non-living systems are composed of components which affect the characteristics and properties of the system. | | Benchmark | 7.1L.1 | Compare and contrast sexual and asexual reproduction. Explain why reproduction is essential to the continuation of every species. |
| Grade | 7 | | Standard | 7.2 | The components and processes within a system interact. | | Benchmark | 7.2L.1 | Explain how organelles within a cell perform cellular processes and how cells obtain the raw materials for
those processes. |
| Grade | 8 | | Standard | 8.1 | Systems and their components function at various levels of complexity. | | Benchmark | 8.1L.1 | Explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships. |
Pennsylvania...
| Grade | 9-12 | | Standard | 3.1.B.A1 | Describe the common characteristics of life. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Explain that some structures in eukaryotic cells developed from early prokaryotic cells (e.g., mitochondria, chloroplasts) | | Benchmark | | |
| Grade | 9-12 | | Standard | 3.1.B.A5 | Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc). Explain the role of water in cell metabolism. Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell. Describe transport mechanisms across the plasma membrane. | | Benchmark | | |
| Grade | 7 | | Standard | 3.1.7.B2 | Compare sexual reproduction with asexual reproduction. | | Benchmark | | |
| Grade | 7 | | Standard | 3.1.7.A1 | Describe the similarities and differences of physical characteristics in diverse organisms. | | Benchmark | | |
| Grade | 7 | | Standard | 3.1.7.A5 | Explain how the cell is the basic structural and functional unit of living things. | | Benchmark | | |
Rhode Island...
| Grade | 11 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (9-11)-1a | Students demonstrate understanding of structure and function-survival requirements by explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even
movement). |
| Grade | 11 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (9-11)-1c | Students demonstrate understanding of differentiation by comparing the role of various sub-cellular structures in unicellular organisms to comparable structures in multicellular organisms (e.g. oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms). |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (7-8) – 1a | Students demonstrate understanding of biodiversity by giving examples of adaptations or behaviors that are specific to a niche (role) within an ecosystem. |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (7-8) – 1b | Students demonstrate understanding of biodiversity by explaining how organisms with different structures and behaviors have roles that contribute to each other’s survival and the stability of the ecosystem. |
| Grade | 7-8 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (7-8)–3b | Students demonstrate an understanding of reproduction by describing forms of asexual reproduction that involve the genetic contribution of only one parent (e.g., binary fission, budding, vegetative propagation, regeneration). |
| Grade | 7-8 | | Standard | LS2 | Matter cycles and energy flows through an ecosystem. | | Benchmark | LS2 (7-8) –5b | Students demonstrate an understanding of equilibrium in an ecosystem by analyzing how biotic and abiotic factors affect a given ecosystem. |
| Grade | 7-8 | | Standard | LS3 | Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). | | Benchmark | LS3 (7-8) – 8b | Students demonstrate an understanding of classification of organisms by explaining how species with similar evolutionary histories/characteristics are classified more closely together with some organisms than others (e.g., a fish and human have more common with each other than a fish and jelly fish) |
| Grade | 7-8 | | Standard | LS3 | Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry). | | Benchmark | LS3 (7-8) – 8c | Students demonstrate an understanding of classification of organisms by recognizing the classification system used in modern biology. |
| Grade | 9-10 | | Standard | LS1 | All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). | | Benchmark | LS1 (9-11)-1a | Students demonstrate understanding of structure and function-survival requirements by explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even
movement). |
South Carolina...
| Grade | 9-12 | | Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. | | Benchmark | B-2.1 | Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). |
| Grade | 9-12 | | Standard | Standard B-2 | The student will demonstrate an understanding of the structure and function of cells and their organelles. | | Benchmark | B-2.3 | Compare the structures and organelles of prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | Standard B-6 | The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments. | | Benchmark | B-6.1 | Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. |
| Grade | 7 | | Standard | Standard 7-2 | The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. | | Benchmark | 7-2.1 | Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles). |
| Grade | 7 | | Standard | Standard 7-4 | The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment. | | Benchmark | 7-4.1 | Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes). |
South Dakota...
| Grade | 7 | | Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. | | Benchmark | 7.L.1.1 | Students are able to identify basic cell organelles and their functions. |
| Grade | 7 | | Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. | | Benchmark | 7.L.1.3 | Students are able to classify organisms by using the currently recognized kingdoms. |
| Grade | 7 | | Standard | Indicator 2 | Analyze various patterns and products of natural and induced biological change. | | Benchmark | 7.L.2.1 | Students are able to distinguish between processes involved in sexual and asexual reproduction. |
| Grade | 7 | | Standard | Indicator 3 | Analyze how organisms are linked to one another and the environment. | | Benchmark | 7.L.3.1 | Students are able to predict the effects of biotic and abiotic factors on a species’ survival. |
| Grade | 9-12 | | Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. | | Benchmark | 9-12.L.1.2 | Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. |
| Grade | 9-12 | | Standard | 1 | Understand the fundamental structures, functions, classifications, and mechanisms found in living things. | | Benchmark | 9-12.L.1.3. | Students are able to identify structures and function relationships within major taxa. |
| Grade | 9-12 | | Standard | Indicator 3 | Analyze how organisms are linked to one another and the environment. | | Benchmark | 9-12.L.3.1 | Students are able to identify factors that can cause changes in stability of populations, communities, and
ecosystems. |
| Grade | 9-12 | | Standard | 2 | Apply the skills necessary to conduct scientific investigations. | | Benchmark | 9-12.N.2.1 | Students are able to apply science process skills to design and conduct student investigations. |
Tennessee...
| Grade | 8 | | Standard | GLE 0807.5.1 | Identify various criteria used to classify organisms into groups. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.1.1 | Compare the structure and function of cellular organelles in both prokaryotic and eukaryotic cells. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.2.1 I | Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.3.4 | Describe the events which occur during the major biogeochemical cycles. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.5.1 | Associate structural, functional, and behavioral adaptations with the ability of organisms to survive under various environmental conditions. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.5.2 | Analyze the relationship between form and function in living things. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3210.5.6 | Explore the evolutionary basis of modern classification systems. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3216.1.1 | Compare the characteristics of prokaryotic and eukaryotic cells. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3216.2.1 | Describe how the stability of an ecosystem is maintained. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3216.3.1 | Describe the role of biotic and abiotic factors in the cycling of matter in the ecosystem. | | Benchmark | | |
| Grade | 7 | | Standard | GLE 0707.1.1 | Make observations and describe the structure and function of organelles found in plant and animal cells. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3255.1.2 | Identify organisms based on how they obtain energy. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3255.3.1 | Explain ecological niches within various habitats. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3255.3.2 | Relate species interactions such as competition, predation and symbiosis to coevolution. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3255.4.2 | Describe how matter cycles through various biogeochemical cycles. | | Benchmark | | |
| Grade | 9-12 | | Standard | CLE 3260.2.5 | Explain biogeochemical cycling in ecosystems. | | Benchmark | | |
| Grade | 7 | | Standard | GLE 0707.4.1 | Compare and contrast the fundamental features of sexual and sexual reproduction. | | Benchmark | | |
Texas...
| Grade | 9-12 | | Standard | (b) 11 | The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | | Benchmark | B | The student is expected to investigate and analyze how organisms, populations, and communities respond to external factors. |
| Grade | 9-12 | | Standard | (c) 12 | The student knows that interdependence and interactions occur within an environmental system. | | Benchmark | A | The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms. |
| Grade | 9-12 | | Standard | (c) 12 | The student knows that interdependence and interactions occur within an environmental system. | | Benchmark | E | The student is expected to describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles. |
| Grade | 9-12 | | Standard | (c) 4 | The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. | | Benchmark | A | The student is expected to compare and contrast prokaryotic and eukaryotic cells. |
| Grade | 9-12 | | Standard | (c) 8 | The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. | | Benchmark | C | The student is expected to compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. |
| Grade | 11-12 | | Standard | (c) 4 | The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. | | Benchmark | C | The student is expected to diagram abiotic cycles, including the rock, hydrologic, carbon, and nitrogen cycles. |
| Grade | 7 | | Standard | (b) 10 | The student knows that there is a relationship between organisms and the environment. | | Benchmark | A | The student is expected to observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms. |
| Grade | 7 | | Standard | (b) 10 | The student knows that there is a relationship between organisms and the environment. | | Benchmark | B | The student is expected to describe how biodiversity contributes to the sustainability of an ecosystem. |
| Grade | 7 | | Standard | (b) 11 | The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. | | Benchmark | A | The student is expected to examine organisms or their structures such as insects or leaves and use dichotomous keys for identification. |
| Grade | 7 | | Standard | (b) 12 | The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | | Benchmark | D | The student is expected to differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. |
| Grade | 7 | | Standard | (b) 12 | The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. | | Benchmark | F | The student is expected to recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. |
| Grade | 7 | | Standard | (b) 14 | The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. | | Benchmark | B | The student is expected to compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction. |
Utah...
| Grade | 9-12 | | Standard | Standard 1 | Students will understand that living organisms interact with one another and their environment. | | Benchmark | Objective 2 | Explain relationships between matter cycles and organisms. A. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems. |
| Grade | 9-12 | | Standard | Standard 1 | Students will understand that living organisms interact with one another and their environment. | | Benchmark | Objective 3 | Describe how interactions among organisms and their environment help shape ecosystems. A. Categorize relationships among living things according to predator-prey, competition, and symbiosis. |
| Grade | 9-12 | | Standard | Standard 3 | Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions. | | Benchmark | Objective 3 | Investigate the structure and function of cells and cell parts. D. Describe the relationship between the organelles in a cell and the functions of that cell. |
| Grade | 9-12 | | Standard | Standard 4 | Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. | | Benchmark | Objective 1 | Compare sexual and asexual reproduction. B. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species. |
| Grade | 9-12 | | Standard | Standard 5 | Students will understand that biological diversity is a result of evolutionary processes. | | Benchmark | Objective 3 | Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships. C. Explain how evolutionary relationships are related to classification systems. |
| Grade | 7 | | Standard | Standard 3 | Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions. | | Benchmark | Objective 1 | Observe and describe cellular structures and functions. E. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food). |
| Grade | 7 | | Standard | Standard 4 | Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment. | | Benchmark | Objective 1 | Compare how sexual and asexual reproduction passes genetic information from parent to offspring. B. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material). |
| Grade | 7 | | Standard | Standard 5 | Students will understand that structure is used to develop classification systems. | | Benchmark | Objective 1 | Classify organisms using an orderly pattern based upon structure. A. Identify types of organisms that are not classified as either plant or animal; B. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist). |
Vermont...
| Grade | 5-8 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | aa | Identify, model, and explain the structure and function (e.g., cells, tissues, organs, systems) of organisms (e.g. plants, animals, microbes), both as individual entities and as components of larger systems. |
| Grade | 5-8 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | bb | Identify and use anatomical structures to classify organisms (e.g., plants, animals, fungi). |
| Grade | 9-12 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | aaa | Demonstrate understanding of the uniqueness of the cell in different organisms (plants, animals, microorganisms) and the structures and functions of the cell (e.g., chemical reactions, diffusion of materials, direction by DNA of the synthesis of proteins, regulation, differentiation). |
| Grade | 9-12 | | Standard | 7.13 | Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. | | Benchmark | bbb | Demonstrate understanding of how biological organisms are classified into a hierarchy of groups and subgroups based upon similarities that reflect their evolutionary relationships (e.g., plants, animals, microorganisms). |
Virginia...
| Grade | 9-12 | | Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. | | Benchmark | BIO.4.a | how their structures and functions vary between and within the kingdoms; |
| Grade | 9-12 | | Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. | | Benchmark | BIO.4.b | exploring the diversity and variation of eukaryotes |
| Grade | 9-12 | | Standard | BIO.5 | The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals, including humans. | | Benchmark | BIO.5.a | how their structures and functions vary between and within the kingdoms |
| Grade | 9-12 | | Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. | | Benchmark | BIO.7.a | structural similarities among organisms |
| Grade | 7-8 | | Standard | LS.10 | The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. | | Benchmark | LS.10.c | adaptations that enable organisms to survive within a specific ecosystem |
| Grade | 7-8 | | Standard | LS.10 | The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. | | Benchmark | LS.10.d | characteristics of land, marine, and freshwater ecosystems |
| Grade | 7-8 | | Standard | LS.2 | The student will investigate and understand that all living things are composed of cells. | | Benchmark | LS.2.a | cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast) |
| Grade | 7-8 | | Standard | LS.5 | The student will investigate and understand how organisms can be classified. | | Benchmark | LS.5.a | the distinguishing characteristics of kingdoms of organisms |
| Grade | 7-8 | | Standard | LS.7 | The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. | | Benchmark | LS.7.a | the carbon, water, and nitrogen cycles |
| Grade | 7-8 | | Standard | LS.8 | The student will investigate and understand that interactions exist among members of a population. | | Benchmark | LS.8.a | competition, cooperation, social hierarchy, territorial imperative |
| Grade | 7-8 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | LS.9.a | the relationships among producers, consumers, and decomposers in food webs |
| Grade | 7-8 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | LS.9.b | the relationship between predators and prey |
| Grade | 7-8 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | LS.9.c | competition and cooperation |
| Grade | 7-8 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | LS.9.d | symbiotic relationships |
| Grade | 7-8 | | Standard | LS.9 | The student will investigate and understand interactions among populations in a biological community. | | Benchmark | LS.9.e | niches |
Washington...
| Grade | 9-11 | | Standard | 9-11 LS3E | Biological classifications are based on how organisms are related, reflecting their evolutionary history. Scientists infer relationships from physiological traits, genetic information, and the ability of two organisms to produce fertile offspring. | | Benchmark | | |
| Grade | 9-11 | | Standard | 9-11 LS2A | Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. | | Benchmark | | |
| Grade | 9-11 | | Standard | 9-11 LS2E | Interrelationships of organisms may generate ecosystems that are stable for hundreds or thousands of years. Biodiversity refers to the different kinds of organisms in specific ecosystems or on the planet as a whole. | | Benchmark | | |
| Grade | 9-11 | | Standard | 9-11 LS1D | The cell is surrounded by a membrane that separates the interior of the cell from the outside world and determines which substances may enter and which may leave the cell. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS1A | All organisms are composed of cells, which carry on the many functions needed to sustain life. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS1B | One-celled organisms must contain parts to carry out all life functions. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS1E | In classifying organisms, scientists consider both internal and external structures and behaviors. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS2A | An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many ecosystems. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS3C | Reproduction is essential for every species to continue to exist. Some plants and animals reproduce sexually while others reproduce asexually. Sexual reproduction leads to greater diversity of characteristics because offspring inherit genes from both parents. | | Benchmark | | |
| Grade | 6-8 | | Standard | 6-8 LS3D | In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent.
In asexual reproduction just one parent is involved, and genetic information is passed on nearly unchanged. | | Benchmark | | |
West Virginia...
| Grade | 10 | | Standard | SC.S.B.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.B.2.17 | Compare morphological, cladistic and other classification systems including domains, kingdoms and other taxa. |
| Grade | 10 | | Standard | SC.S.B.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.B.2.2 | Relate the structure of cellular organelles to their functions and interactions in eukaryotic cells. |
| Grade | 10 | | Standard | SC.S.B.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.B.2.23 | Analyze interrelationships of organisms within an ecosystem: competition, predation, symbiosis, commensalism, mutualism, parasitism. |
| Grade | 10 | | Standard | SC.S.B.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.B.2.3 | Compare and contrast cell types: prokaryotic/eukaryotic, plant/animal, archaea/bacteria, various body cells. |
| Grade | 11-12 | | Standard | SC.S.BII.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.BII.2.16 | Analyze the criteria for classifications of protists: motility, cellular structures, reproduction, energy sources. |
| Grade | 9 | | Standard | SC.S.ENV.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.ENV.2.10 | Analyze biological diversity as it relates to the stability of an ecosystem. |
| Grade | 10 | | Standard | SC.S.10.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.10.2.1 | Relate the structure of cell organelles to their functions. |
| Grade | 10 | | Standard | SC.S.10.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.10.2.2 | Apply knowledge of cells to variations in cells, tissues, and organs of different organisms. |
| Grade | 7 | | Standard | SC.S.7.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.7.2.04 | Compare the level of organization of cells, tissues and organs in living things. |
| Grade | 7 | | Standard | SC.S.7.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.7.2.07 | Evaluate how the different adaptations and life cycles of plants and animals help them to survive in different niches and environments (e.g., inherited and acquired adaptations). |
| Grade | 8 | | Standard | SC.S.8.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.8.2.02 | Examine and describe the structures and functions of cell organelles. |
| Grade | 9 | | Standard | SC.S.9.2 | 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, earth/environmental science, and astronomy; apply knowledge, understanding and skills of the science subject matter/concepts to daily life experiences. | | Benchmark | SC.O.9.2.5 | Compare and contrast the structure and function of cells, tissues and systems of different organisms. |
Wisconsin...
| Grade | 8 | | Standard | F.8.8 | Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet | | Benchmark | | |
| Grade | 12 | | Standard | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms | | Benchmark | | |
| Grade | 8 | | Standard | F.8.1 | Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms | | Benchmark | | |
| Grade | 8 | | Standard | F.8.3 | Differentiate between single-celled and multiple-celled organisms (humans) through investigation, comparing the cell functions of specialized cells for each type of organism | | Benchmark | | |
| Grade | 12 | | Standard | F.12.7 I | Investigate how organisms both cooperate and compete in ecosystems | | Benchmark | | |
Wyoming...
| Grade | 5-8 | | Standard | 1. Levels of Organization in Living Systems | Students model the cell as the basic unit of a living system. They realize that all functions that sustain life act within a single cell and cells differentiate into specialized cells, tissues, organs, and organ systems. | | Benchmark | | |
| Grade | 5-8 | | Standard | 4. Diversity of Organisms | Students investigate the interconnectedness of organisms, identifying similarity and diversity of organisms through a classification system of hierarchical relationships and structural homologies. | | Benchmark | | |
| Grade | 5-8 | | Standard | 6. Interdependence of Organisms | Students illustrate populations of organisms and their interconnection within an ecosystem, identifying relationships among producers, consumers, and decomposers. | | Benchmark | | |
| Grade | 9-12 | | Standard | 1. The Cell | 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. | | Benchmark | | |
| Grade | 9-12 | | Standard | 4. Interdependence of Organisms | Students investigate the inter-relationships and interdependence of organisms, including the ecosystem concept, energy flow, competition for resources, and human effects on the environment. | | Benchmark | | |
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Life in Aquatic Environments 