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The Domains of Life
The Domains of Life: Life's Three Great Branches updates the five kingdoms classification scheme with the latest understanding of life's organization based on DNA, fossil, and biochemical evidence. Concise animations and superb microscope footage of primitive cells show events that shaped life as we know it today.
The Domains of Life
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| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 17 | Identify the basis of the cell theory. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 18 | Analyze relationships among cell structure, function, and organization in prokaryotes and eukaryotes. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 28 | Use taxonomic groupings to differentiate structures, life cycles, and major characteristics of each kingdom: Nonvascular plants; Vascular plants; Gymnosperms; Angiosperms; Invertebrates; Vertebrates; Protista - Examples: ciliates, flagellates, sarcodinas; Fungi - Examples: bread molds, penicillin, mildew; Monera (Bacteria) - Examples: archaebacteria, eubacteria. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 29 | Discuss the relationships among organisms as the basis for biological systems of classification. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| 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). |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 4 | Understand the scientific principles and processes involved in biological evolution. |
| Benchmark | PO6 | Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate the knowledge of life systems. |
| Benchmark | LS.2.9 | Analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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 | Using and producing a variety of classification systems for organisms (for example, the five-kingdom classification, classification based on behavior). |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 7 | The natural world consists of a diversity of organisms that transmit their characteristics to future generations. Students will study how living things reproduce, develop, and transmit traits, and how theories of evolution explain the unity and diversity of species found on Earth. Students will also study how knowledge of genetics, reproduction, and development is being applied to improve agriculture and human health. |
| Benchmark | 1 | Organisms are classified into a hierarchy of groups and subgroups, based on structural similarities and evolutionary relationships. |
| Life’s Three Great Branches | ||
| 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 | Uses a taxon to characterize organisms based on similar characteristics. |
| Life’s Three Great Branches | ||
| 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 | Examines the behavioral patterns of various organisms and learns the scheme of hierarchy at the kingdom level. |
| Life’s Three Great Branches | ||
| 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, classifies, and examines the organization of body forms, from single-celled protists to colonial forms to complex multicellular organisms. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 2 | The student understands the process and importance of genetic diversity. |
| Benchmark | SC.F.2.4.3 | Understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. |
| Benchmark | a | Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | SB3 | Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. |
| Benchmark | b | Examine the evolutionary basis of modern classification systems. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 4 | Students examine the unity and diversity of organisms and how they can be compared scientifically. |
| Benchmark | Grade Cluster Benchmark | Assess the genetic relationship between organisms. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 652.01 | Understand the theory of biological evolution. |
| Benchmark | d | Know that biological classifications are based on similarities, which reflect their evolutionary relationships. |
| Life’s Three Great Branches | ||
| Grade | 9-10 | |
| Standard | A | Know and apply concepts that explain how living things function, adapt and change. |
| Benchmark | 12.A.4c | Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry. |
| Life’s Three Great Branches | ||
| 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.1.13 | Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. |
| Life’s Three Great Branches | ||
| Grade | 10-12 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Life’s Three Great Branches | ||
| Grade | 6-9 | |
| Standard | B | Students can understand concepts and relationships in life science. |
| Benchmark | 1 | Students can understand structures of living things. |
| Life’s Three Great Branches | ||
| Grade | 6-9 | |
| Standard | A | Students can understand and apply skills used in scientific inquiry. |
| Benchmark | 2 | Students can analyze and interpret scientific information. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 3.7 | Students will demonstrate an understanding of structure, function, and diversity of organisms. |
| Benchmark | 2 | Taxonomy is the systematic way in which organism are placed into a hierarchical classification system, according to their physical and genetic characteristics [and their evolutionary history.] |
| Life’s Three Great Branches | ||
| 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 | ||
| Life’s Three Great Branches | ||
| 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 | ||
| Life’s Three Great Branches | ||
| Grade | 8-11 | |
| Standard | SC-H-3.4.3 | Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 3.4 | The student will explain the mechanism of evolutionary change. |
| Benchmark | 3.4.2 | The student will estimate degrees of relatedness among organisms or species. |
| Life’s Three Great Branches | ||
| 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.) |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | III.4 | All students will compare ways that living organisms are adapted (suited) to survive and reproduce in their environments and explain how species change through time. |
| Benchmark | 2 | Explain how a new species or variety may originate through the evolutionary process of natural selection. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 6 | Investigate concepts of natural selection as they relate to diversity of life. |
| Benchmark | a | Analyze how organisms are classified into a hierarchy of groups and subgroups based on similarities and differences. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 3 | Investigate cell structures, functions, and methods of reproduction. |
| Benchmark | c | Identify and describe the structure and basic functions of the major eukaryotic organelles. |
| Life’s Three Great Branches | ||
| 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 | ||
| Life’s Three Great Branches | ||
| 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 | 5 | Apply a biological classification scheme to infer and discuss the degree of species divergence using local ecosystems. |
| Life’s Three Great Branches | ||
| 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 | 5 | Analyze both the historical impact of technology (e.g., industrialization, communication, medicine) on human values and behaviors and how technology shapes problem solving now and in the future. |
| Life’s Three Great Branches | ||
| 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 |
| Life’s Three Great Branches | ||
| 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 biological classifications based on similarities. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 9.0 | Students understand that life forms change over time. |
| Benchmark | 9.12.1 | Investigate and describe the basic idea of the theory of biological evolution is that through genetic and/or environmental influences the Earth’s present-day species developed from earlier, distinctly different, but common ancestors. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 9.0 | Students understand that life forms change over time. |
| Benchmark | 9.12.4 | Explain how the classification of species is based on similarities (e.g., structural, genetic, molecular) which indicate evolutionary relationships. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 5.5 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. |
| Benchmark | B1 | Explain that through evolution the Earth's present species developed from earlier distinctly different species. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 3 | Individual organisms and species change over time. |
| Benchmark | Performance Indicator | Explain the mechanisms and patterns of evolution. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 4 | The learner will develop an understanding of the unity and diversity of life. |
| Benchmark | 4.01 | Analyze the classification of organisms according to their evolutionary relationships. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 12.4.4 | Understand the theory of biological evolution. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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. |
| Life’s Three Great Branches | ||
| 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 | ||
| Life’s Three Great Branches | ||
| 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 | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | C2 | The degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | II.C.3 | Biological classifications are based on how organisms are related. |
| Benchmark | b | Analyze the complexity of classifying organisms based on structural adaptations, physiology, nutritional strategies, biochemical similarities, genetic similarities, embryological similarities, and methods of reproduction. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 21 | Explain behavior and interdependence of organisms in their natural environment. |
| Benchmark | ||
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 6.0 | The student will investigate physical, environmental, and chemical evidence that indicates that life on earth has changed over time. |
| Benchmark | 6.2 | Interpret various forms of evidence for biological evolution. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 6.0 | The student will investigate physical, environmental, and chemical evidence that indicates that life on earth has changed over time. |
| Benchmark | 6.5 | Use current knowledge of DNA and comparative anatomy as evidence for biological change. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 112.43.b.7 | The student knows the theory of biological evolution. |
| Benchmark | A | Identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | V | Students will understand that biological diversity is a result of evolutionary processes. |
| Benchmark | 3c | Explain how evolutionary relationships are related to classification systems. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | S9-12:38 | Students demonstrate their understanding of Classification of Organisms by ??Developing a graphic representation that illustrates and compares the degree of molecular similarity among several species (e.g., DNA or amino acid sequences). |
| Benchmark | a | Formal classification systems of organisms (Domain, Kingdom, Phylum…) are based upon molecular similarities and differences among organisms. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | S9-12:39 | Students demonstrate their understanding of Evolution/Natural Selection by •??Applying the theory of Natural Selection to a scenario depicting change within a given population over time (through many generations) (e.g., bacterial resistance to antibiotics, neck of the giraffe, animal camouflage). |
| Benchmark | a | The diversity of present-day organisms resulted from changes over time in many ancestral organisms. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | BIO.4 | The student will investigate and understand relationships between cell structure and function. |
| Benchmark | a | Exploring the diversity and variation of eukaryotes. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | BIO.7 | The student will investigate and understand bases for modern classification systems. |
| Benchmark | a | Structural similarities among organisms. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. |
| Benchmark | 1.3.9 | Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity. Describe the factors that drive natural selection (i.e., overproduction of offspring, genetic variability of offspring, finite supply of resources, competition for resources, and differential survival). Describe how natural selection and adaptation leads to organisms well suited for survival in particular environments. Describe the degree of evolutionary relationship between organisms based on biochemical, genetic, anatomical, fossil record similarities and differences. |
| Life’s Three Great Branches | ||
| Grade | 11-12 | |
| 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 | AB.4.3 | Students will identify the structure, functions, and interactions of eukaryotic cell organelles and their products. |
| Life’s Three Great Branches | ||
| Grade | 9-12 | |
| Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. |
| Benchmark | F.12.5 | Understand* the theory of evolution*, natural selection, and biological classification. |
| Life’s Three Great Branches | ||
| 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. |
The Domains of Life
|
Life’s Three Great Branches
The Domains of Life updates the five kingdoms classification scheme with the latest understanding of life’s organization based on DNA, fossil, and biochemical evidence, reorganizing all life into three great branches: Archaea, Bacteria, and Eucarya. Concise animations and superb microscope footage of primitive cells show events that shaped life as we know it today.
|