Understanding the amazing phenomena of life requires an intimate acquaintance with living things. This program introduces students to four organisms we call the Biology Classics, "classics" not only because they are featured in science textbooks, but because studying them broadens our concept of what it means to be alive. Accompanying the narrated observations are detailed PDF study guides that can be printed for student use. Also included is a teacher's section with suggestions and tips on using the DVD in an active learning mode. The Biology Classics can be used in Middle School Science, High School Biology, and classes everywhere living organisms are studied.
Alabama...
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | | |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 20 | Relate cellular functions to specialized structures within cells: active and passive transport of materials (osmosis, diffusion), energy capture and release, protein synthesis, waste disposal, information feedback, movement. |
| Benchmark | | |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 41 | Explain different relationships among living organisms. Competition. Symbiosis (mutualism, commensalism, parasitism). Producer/consumer/decomposer (autotrophs, heterotrophs). Predator/prey (mimicry, camouflage). |
| Benchmark | | |
Alaska...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | K-12 |
| Standard | C | A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. |
| Benchmark | 2 | Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
Arizona...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3 | Analyze the relationships among various organisms and their environment. |
| Benchmark | PO 3 | Analyze the interactions of living organisms with their ecosystems: limiting factors, carrying capacity. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 4 | Identify structural and behavioral adaptations. |
| Benchmark | PO 1 | Explain how an organism’s behavior allows it to survive in an environment. |
Arkansas...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 2 | Students will explore, demonstrate, communicate, apply and evaluate knowledge of the properties of Earth and space systems. |
| Benchmark | LS.2.8.4 | Describe and illustrate single-celled organisms found in pond water. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 7 | Students shall demonstrate an understanding that organisms are diverse. |
| Benchmark | CDL.7.B.21 | Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 7 | Students shall demonstrate an understanding that organisms are diverse. |
| Benchmark | CDL.7.B.8 | Compare and contrast life cycles of familiar organisms: sexual reproduction, asexual reproduction, metamorphosis, alternation of generations. |
California...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 5 | The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. |
| Benchmark | a | Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 5 | The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. |
| Benchmark | a | Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. |
Colorado...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. |
| Benchmark | Grade Level Expectation | Comparing and contrasting the basic structures and functions of different types of cells (for example, single-celled organisms in pond water, Elodea, onion cell, human cheek cell). |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 3.3 | Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. |
| Benchmark | Grade Level Expectation | Describing the pattern and process of reproduction and development in several organisms (for example, earthworm, chick, human). |
Delaware...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 6 | The natural world is defined by organisms and life processes which conform to the principles regarding conservation and transformation of matter and energy. Students will learn how living organisms use matter and energy to build their structures and conduct their life processes. They will learn the mechanisms and behaviors used by living organisms to regulate their internal environments and to respond to changes in their surroundings. Students will also study how knowledge about life processes can be applied to improving human health and well being. |
| Benchmark | 7.312 | Observe both unicellular and multicellular organisms to identify common life processes. Recognize that the more complex the organism, the greater the extent of cellular specialization. |
District of Columbia...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
| Paramecium, Hydra, Planaria, Daphnia |
| 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...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.1 | Understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.2 | Knows that the structural basis of most organisms is the cell and most organisms are single cells, while some, including humans, are multicellular. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 1 | The student describes patterns of structure and function in living things. |
| Benchmark | SC.F.1.3.1 | Understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. |
Hawaii...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 4 | Understand the structures and functions of living organisms and how organisms can be compared scientifically |
| Benchmark | SC.7.4.3 | Describe the levels of organization in organisms |
Idaho...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7-8 |
| Standard | 638.02 | Understand the individual behavior of organisms and their interactions in populations and communities as influenced by physiological and environmental factors. |
| Benchmark | a | Know that organisms have behavioral responses to internal and external stimuli. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7-8 |
| Standard | 638.02 | Understand the individual behavior of organisms and their interactions in populations and communities as influenced by physiological and environmental factors. |
| Benchmark | a | Know that cells have particular structures that underlie their functions. |
Illinois...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-10 |
| Standard | A | Know and apply concepts that explain how living things function, adapt and change. |
| Benchmark | 12.A.4b | Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. |
Indiana...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
Kansas...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. |
| Benchmark | 3.1.1 | The students will relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. |
| Benchmark | 3.1.2 | The students will compare organisms composed of single cells with organisms that are multicellular. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. |
| Benchmark | 3.1.2 | The students will compare organisms composed of single cells with organisms that are multicellular. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. |
| Benchmark | 3.1.1 | The students will relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 3.1 | Students will demonstrate an understanding of the structure and function of the cell. |
| Benchmark | 3.1.1 | The students will relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 3.1 | The students will model structures of organisms and relate functions to the structures. |
| Benchmark | 3.1.2 | The students will compare organisms composed of single cells with organisms that are multicellular. |
Louisiana...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | LS-H-C6 | Comparing and contrasting life cycles of organisms. |
| Benchmark | 20 | Analyze differences in life cycles of selected organisms in each of the kingdoms. |
Maine...
| Paramecium, Hydra, Planaria, Daphnia |
| 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...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3.A.1 | Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them-these include external and internal structures (features) and processes. |
| Benchmark | a | Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive, and reproduce. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 3.2 | The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms. |
| Benchmark | 1 | The student will explain processes and the function of related structures found in unicellular and ulticellular organisms. |
Massachusetts...
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | | |
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | | |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 5 | Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms. |
| Benchmark | | |
Michigan...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | III.2 | All students will analyze how parts of living things are adapted to carry out specific functions. |
| Benchmark | 4 | Explain how selected systems and processes work together in animals. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | III.1 | All students will apply an understanding of cells to the functioning of multicellular organisms, including how cells grow, develop and reproduce: |
| Benchmark | 2 | Compare and contrast ways in which selected cells are specialized to carry out particular life functions. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | III.2 | All students will use classification systems to describe groups of living things. |
| Benchmark | 3 | Explain the process of food storage and food use in organisms. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | III.2 | All students will investigate and explain how living things obtain and use energy. |
| Benchmark | 3 | Explain the process of food storage and food use in organisms. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | III.2 | All students will analyze how parts of living things are adapted to carry out specific functions. |
| Benchmark | 4 | Explain how living things maintain a stable internal environment. |
Minnesota...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | IV.B | The student will understand that living systems, at every level of organization, demonstrate the complementary nature of structure and function. |
| Benchmark | 2 | The student will recognize that an organism’s body plan and its ability to regulate its internal environment enable it to make or find food, grow and reproduce in a constantly changing environment. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | IV.B | The student will classify, compare and contrast the diversity of organisms on Earth and their modes of accommodating the requirements for life. |
| Benchmark | 1 | The student will relate the structure, complexity and organization of organ systems to the methods of obtaining, transforming, releasing and eliminating the matter and energy used to sustain the organism. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | IV.B | The student will understand that living systems, at every level of organization, demonstrate the complementary nature of structure and function. |
| Benchmark | 2 | The student will recognize that an organism’s body plan and its ability to regulate its internal environment enable it to make or find food, grow and reproduce in a constantly changing environment. |
Mississippi...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 5 | Examine survival strategies of organisms over many generations. |
| Benchmark | b | Research animal adaptations and behaviors as related to survival strategies. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 1 | Identify and describe structures and functions in living systems. |
| Benchmark | a | Analyze body systems and their functions. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 2 | Investigate the biochemical basis of life. |
| Benchmark | a | Identify the characteristics of living things. |
| Paramecium, Hydra, Planaria, Daphnia |
| 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...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | 3.3.A | There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes. Reproduction can occur asexually or sexually. |
| Benchmark | b | Classify populations of unicellular and multicellular organisms as producers, consumers, decomposers by the role they serve in the ecosystem. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 3.3.A | There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes. Reproduction can occur asexually or sexually. |
| Benchmark | b | Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms) |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-11 |
| Standard | 3.1.C | There is a fundamental unity underlying the diversity of all living organisms. Cells are the fundamental units of structure and function of all living things. |
| Benchmark | a | Recognize all organisms are composed of cells, the fundamental units of structure and function. |
Montana...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | 3 | Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. |
| Benchmark | 2 | Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions and how they respond to stimuli (e.g., photosynthesis, respiration). |
Nebraska...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
Nevada...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | C | A variety of ecosystems and communities exist on Earth. Ecosystems are dynamic interactions of organisms and their environment. Ecosystems have distinct characteristics and components that allow certain organisms to thrive. Change in one or more components can affect the entire ecosystem. |
| Benchmark | L1 | Students know relationships of organisms and their physical environment. |
New Hampshire...
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | Proficience Standard | Identify and give examples of representative life forms in the five kingdoms of living things. |
New Jersey...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 6 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms. |
| Benchmark | 8 | Describe and give examples of the major categories of living organisms and of the characteristics shared by organisms. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 6 | All students will gain an understanding of the structure, characteristics, and basic needs of organisms. |
| Benchmark | 9 | Recognize that complex multicellular organisms are interacting systems of cells, tissues, and organs. |
New Mexico...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | II.II | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. |
| Benchmark | 1 | Understand that organisms are composed of cells and identify unicellular and multicellular organisms. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | II.II | Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. |
| 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). |
New York...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| 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. |
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
North Carolina...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 6 | The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory. |
| Benchmark | 6.01 | Describe cell theory: All living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Some organisms are single cell; other organisms, including humans, are multi-cellular. Cell function is similar in all living things. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 8 |
| Standard | 6 | The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory. |
| Benchmark | 6.03 | Compare life functions of protists: Euglena. Amoeba. Paramecium. Volvox. |
North Dakota...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.2 | Identify levels of organization in living systems (e.g., cells, tissues, organs, organ systems, organisms, ecosystems) |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 4 | Students understand the basic concepts and principles of life science. |
| Benchmark | 7.4.3 | Understand the characteristics of reproduction. (e.g., sexual, asexual) |
| Paramecium, Hydra, Planaria, Daphnia |
| 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) |
Ohio...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | A | Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. |
| Benchmark | 1 | Investigate the great variety of body plans and internal structures found in multicellular organisms. |
Oklahoma...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 2 | Living systems at all levels of organization demonstrate the complementary nature of structure and function. |
| Benchmark | 2 | Specialized structures perform specific functions at all levels of complexity (e.g., leaves on trees and wings on birds). |
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | 2 | Organisms have a great variety of internal and external structures that enable them to survive in a specific habitat such as echolocation of bats and seed dispersal methods. |
Oregon...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | Content Standard | Describe the characteristics, structure, and functions of organisms. |
| Benchmark | Benchmark | Describe and explain the structure and functions of an organism in terms of cells, tissues, and organs. |
Pennsylvania...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 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 | | |
Rhode Island...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | C2 | Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce. |
| Benchmark | | |
South Carolina...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | II.B.1 | All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. |
| Benchmark | a | Analyze the basic characteristics and needs of living things. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | II.B.1 | All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. |
| Benchmark | b | Compare and contrast how organisms use resources, grow, reproduce, and maintain stable internal conditions (homeostasis). |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | II.B.1 | All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. |
| Benchmark | b | Compare and contrast how organisms use resources, grow, reproduce, and maintain stable internal conditions (homeostasis). |
South Dakota...
| Paramecium, Hydra, Planaria, Daphnia |
| 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. |
Tennessee...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 6-8 |
| Standard | 5.0 | The student will investigate the diversity of organisms by analyzing taxonomic systems, exploring diverse environments, and comparing life cycles. |
| Benchmark | 5.1 | Understand how organisms are adapted for surviving in certain environments. |
Texas...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 112.23.b.9 | The student knows the relationship between structure and function in living systems. |
| Benchmark | B | Describe how organisms maintain stable internal conditions while living in changing external environments. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 112.43.c.11 | The student knows that organisms maintain homeostasis. |
| Benchmark | B | Investigate and identify how organisms, including humans, respond to external stimuli. |
Utah...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | 3 | Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions. |
| Benchmark | 2.d | Identify and describe the function and interdependence of various organs and tissues. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g., lungs provide oxygen to cells, kidneys remove wastes from cells). |
Vermont...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7-8 |
| Standard | S7-8:31 | Students demonstrate their understanding of Reproduction by: •??Explaining that cells come only from other living cells and that genes duplicate in the process of cell division producing an identical copy of the original cell. AND •??Describing the relationship between human growth and cell division. |
| Benchmark | f | Some complete organisms can reproduce asexually (e.g., budding). |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | S9-12:32 | Students demonstrate their understanding of Differentiation by ??Predicting the change in an embryo, caused by disruption of the ectoderm or mesoderm or endoderm during embryonic development (e.g., Fetal Alcohol Syndrome, drugs, injury). AND ??Comparing the role of various sub-cellular units in unicellular organisms to comparable structures in multicellular organisms (i.e., oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms). |
| Benchmark | a | In living systems energy flows through matter and is stored and released through chemical reactions. Basic survival energy transformations between cells and their environment include aerobic and anaerobic respiration and photosynthesis reactions. Energy is necessary for work to be accomplished and life to be sustained (e.g., At the cellular level this work can be growth, repair, reproduction, and synthesis.) . |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | S9-12:32 | Students demonstrate their understanding of Differentiation by ??Predicting the change in an embryo, caused by disruption of the ectoderm or mesoderm or endoderm during embryonic development (e.g., Fetal Alcohol Syndrome, drugs, injury). AND ??Comparing the role of various sub-cellular units in unicellular organisms to comparable structures in multicellular organisms (i.e., oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms). |
| Benchmark | b | Unicellular organisms lack differentiation, but sub-cellular units carry out all life functions. |
Virginia...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | LS.3 | The student will investigate and understand that living things show patterns of cellular organization. |
| Benchmark | b | Life functions and processes of cells, tissues, organs, and systems (respiration, removal of wastes, growth, reproduction, digestion, and cellular transport). |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 7 |
| Standard | LS.4 | The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. |
| Benchmark | c | Factors that influence life processes. |
| Paramecium, Hydra, Planaria, Daphnia |
| 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 | c | Analyses of their responses to the environment. |
Washington...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 10 |
| Standard | 1.1 | Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
| Benchmark | 1.1.6 | Analyze structural, cellular, biochemical, and genetic characteristics in order to determine the relationships among organisms. Analyze the relationship among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9 |
| Standard | 1.3 | Understand how interactions within and among systems cause changes in matter and energy. |
| Benchmark | 1.3.8 | Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated. Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. Describe how individual cells break down energy-rich molecules to provide energy for cell functions. |
West Virginia...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9 |
| 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.9.4.8 | Identify and compare the structure and function of cell, tissues and systems of different organisms. |
Wisconsin...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. |
| Benchmark | F.8.1 | Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 5-8 |
| Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. |
| Benchmark | F.8.6 | Understand that an organism is regulated both internally and externally. |
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | F | Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. |
| Benchmark | F.12.1 | Evaluate the normal structures and the general and special functions of cells in single-celled and multiple-celled organisms |
Wyoming...
| Paramecium, Hydra, Planaria, Daphnia |
| Grade | 9-12 |
| Standard | 1 | In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. |
| Benchmark | 1 | Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction. |
The Biology Classics
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Paramecium, Hydra, Planaria, Daphnia
The classics acquaint students with four organisms often studied in biology. This program introduces students to four organisms we call the Biology Classics, which are featured in most biology textbooks. Studying these “classics” broadens our concept of what it means to be alive.
Structure, behavior, feeding, reproduction, and ecology are observed in each organism, allowing students to compare them. Detailed study guides that can be printed for student use are provided.
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The Biology Classics
Understanding the amazing phenomena of life requires an intimate acquaintance with living things. This program introduces students to four organisms we call the Biology Classics, "classics" not only because they are featured in science textbooks, but because studying them broadens our concept of what it means to be alive. Accompanying the narrated observations are detailed PDF study guides that can be printed for student use. Also included is a teacher's section with suggestions and tips on using the DVD in an active learning mode. The Biology Classics can be used in Middle School Science, High School Biology, and classes everywhere living organisms are studied.