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Alabama...
| Grade | 9-12 | | Standard | 18 | Exhibit a knowledge and understanding of aquatic species. Taxonomy; Scientific nomenclature; Characteristics of species; Energy use. | | Benchmark | | |
| Grade | 9-12 | | Standard | 40 | Describe biomes. | | Benchmark | | |
Alaska...
| Grade | 9-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 4 | Understand observable natural events such as tides, weather, seasons, and moon phases in terms of the structure and motion of the earth. (Earth). |
| Grade | K-12 | | Standard | A | A student should understand scientific facts, concepts, principles, and theories. | | Benchmark | 12 | Distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems. (Diversity). |
Arizona...
| Grade | 9-12 | | Standard | 3 | Analyze the relationships among various organisms and their environment. | | Benchmark | PO1 | Identify the relationships among organisms within populations, communities, ecosystems, and biomes. |
Arkansas...
| Grade | 9-12 | | Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate knowledge of the properties of Earth and space systems. | | Benchmark | ES.2.8 | Investigate the characteristics of oceans such as composition, features, waves, and energy transfer resulting from the currents. |
California...
| Grade | 9-12 | | Standard | 6 | Stability in an ecosystem is a balance between competing effects. | | Benchmark | g | Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. |
Colorado...
| Grade | 9-12 | | Standard | 3.1 | Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. | | Benchmark | Grade Level Expectation | Analyzing the dynamic equilibrium of ecosystems, including interactions among living and nonliving components. |
Connecticut...
| Grade | 10 | | Standard | 10.5 | Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.¨Mutations and recombination of genes create genetic variability in populations.¨Changes in the environment may result in the selection of organisms that are better able to survive and reproduce. | | Benchmark | D 42 | Describe how structural and behavioral adaptations increase organisms’ chances for survival in their environment. |
District of Columbia...
| Grade | 9-12 | | Standard | 2 | Observe, investigate, describe and classify living things; explain life cycles, diversity, adaptations, structure and function
of cells and systems reproduction, heredity, interdependence, behavior, flow of energy and matter and changes over
time. | | Benchmark | Performance Standard | Observes and describes components of an organism’s niche, succession, and limiting factors such as light, water, and mineral nutrients. |
Florida...
| Grade | 9-12 | | Standard | 2 | The student understands the process and importance of genetic diversity. | | Benchmark | SC.F.2.4.1 | Understands the mechanisms of asexual and sexual reproduction and knows the different genetic
advantages and disadvantages of asexual and sexual reproduction. |
Georgia...
| Grade | 9-12 | | Standard | SB4 | Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. | | Benchmark | a | Investigate the relationships among organisms, populations, communities, ecosystems, and biomes. |
Hawaii...
| Grade | 9-12 | | Standard | 5 | Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. | | Benchmark | Grade Cluster Benchmark | Analyze the interdependence within and between terrestrial, aquatic and atmospheric systems. |
Idaho...
| Grade | 9-12 | | Standard | 652.02 | Understand the interdependence of organisms. | | Benchmark | c | Know that organisms both cooperate and compete in ecosystems. |
Illinois...
| 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 | 1 | Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment. | | Benchmark | B.1.43 | Understand that and describe how organisms are influenced by a particular combination of living and nonliving components of the environment. |
Iowa...
| Grade | 10-12 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
| Grade | 6-9 | | Standard | B | Students can understand concepts and relationships in life science. | | Benchmark | 1 | Students can understand structures of living things. |
| Grade | 6-9 | | Standard | A | Students can understand and apply skills used in scientific inquiry. | | Benchmark | 2 | Students can analyze and interpret scientific information. |
Kansas...
| Grade | 9-12 | | Standard | 3.7 | Students will demonstrate an understanding of structure, function, and diversity of organisms. | | Benchmark | 1 | There is a wide diversity of organisms which exhibit differences in structure and function. |
Kentucky...
| Grade | 8-11 | | Standard | SC-H-3.4.1 | Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. | | Benchmark | | |
| Grade | 8-11 | | Standard | SC-H-3.4.2 | The great diversity of organisms is the result of more than 3.5 billion years of biological change over time that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent from common ancestors. | | Benchmark | | |
Louisiana...
| Grade | 9-12 | | Standard | Standard | The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. | | Benchmark | LS-H-C4 | Classifying organisms. |
Maine...
| Grade | 9-12 | | Standard | A | Students will understand that there are similarities within the diversity of all living things. | | Benchmark | 3 | Analyze the basic characteristics of living things, including their need for food, water, and gases and the ability to reproduce. |
Maryland...
| Grade | 9-12 | | Standard | 3.5 | The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere. | | Benchmark | 3.5.2 | The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem. |
Massachusetts...
| Grade | 9-12 | | Standard | 1 | The earth has internal and external sources of energy. The sun is the major external source of energy while the primary sources of internal energy are generated through radioactive decay and gravitational attraction from the earth's original formation. | | Benchmark | 1.13 | Explain what causes the tides and describe how they affect the coastal environment. |
Michigan...
| Grade | 9-12 | | Standard | III.5 | All students will explain how parts of an ecosystem are related and how they interact. | | Benchmark | 1 | Describe common ecological relationships between and among species and their environments. |
Minnesota...
| Grade | 9-12 | | Standard | III.B | The student will explain the causes and effects of the Earth’s atmospheric and hydrologic processes. | | Benchmark | 3 | The student will demonstrate the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides. |
| Grade | 9-12 | | Standard | IV.E | The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. | | Benchmark | 4 | The student will use biological evolution to explain the diversity of species. |
Mississippi...
| Grade | 9-12 | | Standard | 3 | Investigate cell structures, functions, and methods of reproduction. | | Benchmark | h | Identify and distinguish among forms of asexual and sexual reproduction. |
Missouri...
| Grade | K-12 | | Standard | 3 | In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of characteristics and interactions of living organisms. | | Benchmark | | |
Nebraska...
| Grade | 9-12 | | Standard | 12.4.3 | By the end of twelfth grade, students will develop an understanding of the theory of biological evolution. | | Benchmark | Example Indicator | Investigate and use the theory of biological evolution to explain diversity of life |
Nevada...
| Grade | 9-12 | | Standard | 9.0 | Students understand that life forms change over time. | | Benchmark | 9.12.3 | Simulate and explain how the adaptation of a species can occur over many generations because of the unique characteristics that favor those individuals in an environment. |
New Hampshire...
| Grade | 7-10 | | Standard | 3a | Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection. | | Benchmark | Proficiency Standard | Identify and describe similarities and differences among organisms of different, but closely related taxa (groups), e.g. conifers, rodents, big cats, etc. |
North Carolina...
| Grade | 9-12 | | Standard | 3 | The learner will develop an understanding of the continuity of life and the changes of organisms over time. | | Benchmark | 3.02 | Compare and contrast the characteristics of asexual and sexual reproduction. |
Ohio...
| Grade | 10 | | Standard | E | Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. | | Benchmark | 14 | Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). |
| Grade | 12 | | Standard | E | Explain the interconnectedness of the components of a natural system. | | Benchmark | 7 | Relate diversity and adaptation to structures and functions of living organisms at various levels of organization. |
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 | 2 | Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. |
| 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). |
Oregon...
| Grade | 9-12 | | Standard | Content Standard | Describe and analyze diversity of species, natural selection, and adaptations. | | Benchmark | Benchmark | Explain how biological evolution can account for the diversity of species developed over time. |
Pennsylvania...
| Grade | 11-12 | | Standard | 3.3.12.A | Explain the relationship between structure and function at all levels of organization. • Identify and explain interactions among organisms (e.g., mutually beneficial, harmful relationships). • Explain and analyze the relationship between structure and function at the molecular, cellular and organ-system level. • Describe and explain structural and functional relationships in each of the five (or six) kingdoms. Explain significant biological diversity found in each of the biomes. | | Benchmark | | |
| Grade | 9-10 | | Standard | 3.3.10.A | Explain the structural and functional similarities and differences found among living things. • Identify and characterize major life forms according to their placement in existing classification groups. • Explain the relationship between structure and function at the molecular and cellular levels. • Describe organizing schemes of classification keys. • Identify and characterize major life forms by kingdom, phyla, class and order. | | Benchmark | | |
South Dakota...
| Grade | 9-12 | | Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. | | Benchmark | | |
Tennessee...
| Grade | 9-12 | | Standard | 5.0 | The student will investigate the diversity of organisms by analyzing taxonomic systems, exploring diverse environments, and comparing life cycles. | | Benchmark | 5.3 | Infer the types of organisms native to specific major biomes. |
Texas...
| Grade | 9-12 | | Standard | 112.46.c.5 | The student knows the relationships within and among the aquatic habitats and ecosystems in an aquatic environment. | | Benchmark | C | Identify the interdependence of organisms in an aquatic environment such as a pond, river, lake, ocean, or aquifer, and the biosphere. |
Virginia...
| Grade | 9-12 | | Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. | | Benchmark | a | Structural similarities among organisms. |
West Virginia...
| Grade | 10 | | Standard | SC.S.4 | Students will: demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences; and apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences. | | Benchmark | SC.10.4.11 | Relate the role of natural selection to the development, diversity and or extinction of a species. |
Wyoming...
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 3 | Students explain how species evolve over time. They understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Students discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. They examine how different species are related by descent from common ancestors. Students are able to explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification. |
| Grade | 9-12 | | Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. | | Benchmark | 4 | Students investigate the interconnectedness of organisms, identifying similarity and diversity of organisms through a classification system of hierarchical relationships and structural homologies. |
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Included Chapters1) (Full Program)
2) Open
3) Introduction to the Study of Seashores
4) Tides What Causes Tides?
5) Abiotic and Biotic Conditions on the Shore
6) Plankton, Detritus, and Competition
7) Wave Shock and Defense
8) Feeding Suspension, Feeding, Detritus Feeding, Grazing and Symbiosis
9) Reproduction Asexual & Sexual Reproduction, Hermaphroditic Mating, Broadcast Spawing, Sea Urchin De
10) Rocky Shore Habitat and Zonation Intertidal Zonation and Characteristic Specises of Rocky Shore Zon
11) Sandy Beach, Mudflats, Docks Sandy Beach and Meiofauna, Estuarine Ecology and Life on Docks and Pil
12) Credits
Additional informationAbiotic and Biotic Factors: Tides, wave shock, desiccation, and food sources.
Adaptations for Wave Shock: Shows the variety of body forms and structures found in an environment ripped by waves.
Defense: Examines structural, chemical, and behavioral adaptations that protect animals in this crowded environment.
Feeding: Looks at adaptations used to harvest the abundant food sources of the shore.
Reproduction: Examines asexual and sexual strategies and the importance of larval development in the plankton.
Rocky Shores, Sandy Beaches, Mudflats, Docks: Reveals complex webs of life living in these accessible habitats.
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Life in Aquatic Environments 