Bio Balance: Curriculum Correlations

Transcription

1 Correlated to state and national science standards for grades 3 to 6 and to Canadian provincial learning outcomes, PowerKnowledge Life Science provides comprehensive curricular support. To see how Bio Balance is correlated to your standards or learning outcomes, please find your state or province below. States and provinces are listed alphabetically. Alabama Courses of Study Science Grade: 3 - Adopted 2005 STANDARD / CONTENT AREA AL.2. Life Science - Students will: OBJECTIVE / STRAND 2.7.a. Additional Minimum Content: Describing the role of plants in a food chain Grade: 4 - Adopted 2005 STANDARD / CONTENT AREA AL.2. Life Science - Students will: OBJECTIVE / STRAND 2.5. Describe the interdependence of plants and animals. OBJECTIVE / STRAND 2.5.a. Additional Minimum Content: Describing behaviors and body structures that help animals survive in particular habitats. Examples: behaviors - migration, hibernation, mimicry; body structures - quills, fangs, stingers, webbed feet OBJECTIVE / STRAND 2.5.c. Additional Minimum Content: Tracing the flow of energy through a food chain. Example: producer, first-level consumer, second-level consumer, and third-level consumer OBJECTIVE / STRAND 2.6.b. Additional Minimum Content: Describing the grouping of organisms into populations, communities, and ecosystems Grade: 5 - Adopted 2005 STANDARD / CONTENT AREA AL.2. Life Science - Students will: OBJECTIVE / STRAND 2.9. Describe the relationship of populations within a habitat to various communities and ecosystems. OBJECTIVE / STRAND 2.9.a. Additional Minimum Content: Describing the relationship between food chains and food webs Grade: 6 - Adopted 2005 STANDARD / CONTENT AREA AL.1. Earth and Space Science - Students will: 29 East 21st Street New York, NY pklifescience.com 1

2 OBJECTIVE / STRAND 1.7. Describe Earth's biomes. Examples: aquatic biomes, grasslands, deserts, chaparrals, taigas, tundras Alaska Content Standards Science Grade: 3 - Adopted 2006 PERFORMANCE / CONTENT STANDARD AK.A1. Science as Inquiry and Process (SA1, SA2, SA3) GRADE LEVEL / STRAND [3] SA3.1. The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by observing local conditions that determine which plants and/or animals survive. (L) PERFORMANCE / CONTENT STANDARD AK.C1. Concepts of Life Science (SC1, SC2, SC3) GRADE LEVEL / STRAND [3] SC3.2. 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 organizing a simple food chain of familiar plants and animals. (L) PERFORMANCE / CONTENT STANDARD AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: GRADE LEVEL / STRAND SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. PERFORMANCE / CONTENT STANDARD AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: GRADE LEVEL / STRAND SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events. Grade: 4 - Adopted 2006 PERFORMANCE / CONTENT STANDARD AK.A1. Science as Inquiry and Process (SA1, SA2, SA3) GRADE LEVEL / STRAND [4] SA3.1. The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by identifying the local limiting factors (e.g., weather, human influence, species interactions) that 29 East 21st Street New York, NY pklifescience.com 2

3 determine which plants and/or animals survive. (L) PERFORMANCE / CONTENT STANDARD AK.C1. Concepts of Life Science (SC1, SC2, SC3) GRADE LEVEL / STRAND GRADE LEVEL / STRAND [4] 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 identifying examples of living and non-living things and the relationship between them (e.g., living things need water, herbivores need plants). [4] SC3.2. 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 identifying a simple food chain of familiar plans and animals, diagramming how energy flows through it, and describing the effects of removing one link. PERFORMANCE / CONTENT STANDARD AK.E1. Science and Technology (SE1, SE2, SE3) GRADE LEVEL / STRAND [4] SE2.2. The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by identifying multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L) PERFORMANCE / CONTENT STANDARD AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: GRADE LEVEL / STRAND SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. PERFORMANCE / CONTENT STANDARD AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: GRADE LEVEL / STRAND SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events. Grade: 5 - Adopted 2006 PERFORMANCE / CONTENT STANDARD AK.A1. Science as Inquiry and Process (SA1, SA2, SA3) 29 East 21st Street New York, NY pklifescience.com 3

4 GRADE LEVEL / STRAND [5] SA3.1. The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by identifying the limiting factors (e.g., weather, human influence, species interactions) that determine which plants and/or animals survive. PERFORMANCE / CONTENT STANDARD AK.C1. Concepts of Life Science (SC1, SC2, SC3) GRADE LEVEL / STRAND GRADE LEVEL / STRAND [5] 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 diagramming how matter and energy are transferred within and between living and nonliving things. [5] SC3.2. 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 organizing a simple food chain of familiar plants and animals that traces the source of the energy back to sunlight. PERFORMANCE / CONTENT STANDARD AK.E1. Science and Technology (SE1, SE2, SE3) GRADE LEVEL / STRAND [5] SE2.2. The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by comparing multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L) PERFORMANCE / CONTENT STANDARD AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: GRADE LEVEL / STRAND SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. PERFORMANCE / CONTENT STANDARD AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: GRADE LEVEL / STRAND SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events. 29 East 21st Street New York, NY pklifescience.com 4

5 Grade: 6 - Adopted 2006 PERFORMANCE / CONTENT STANDARD AK.C1. Concepts of Life Science (SC1, SC2, SC3) GRADE LEVEL / STRAND GRADE LEVEL / STRAND [6] 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 recognizing that species survive by adapting to changes in their environment. [6] SC3.2. 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 organizing a food web using familiar plants and animals. PERFORMANCE / CONTENT STANDARD AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should: GRADE LEVEL / STRAND SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. PERFORMANCE / CONTENT STANDARD AK.SE. Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should: GRADE LEVEL / STRAND SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events. Alberta Standards Science Grade: 3 - Adopted 1996 GENERAL OUTCOME / COURSE AB.3-4. Attitudes: Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Students will show growth in acquiring and applying a sense of responsibility for personal and group actions Students will show growth in acquiring and applying respect for living things and environments, and 29 East 21st Street New York, NY pklifescience.com 5

6 commitment for their care. GENERAL OUTCOME / COURSE AB Topic E: Animal Life Cycles: Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. GENERAL OUTCOME / COURSE AB Topic E: Animal Life Cycles: Identify requirements for animal care. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Recognize adaptations of a young animal to its environment, and identify changes in its relationship to its environment as it goes through life; e.g., tadpoles are adapted for life in an aquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments Recognize that habitat preservation can help maintain animal populations, and identify ways that student actions can assist habitat preservation. Grade: 4 - Adopted 1996 GENERAL OUTCOME / COURSE AB.4-4. Attitudes: Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Students will show growth in acquiring and applying a sense of responsibility for personal and group actions Students will show growth in acquiring and applying respect for living things and environments, and commitment for their care. GENERAL OUTCOME / COURSE AB.4-5. Topic A: Waste and Our World: Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper Identify ways in which materials can be reused or recycled, including examples of things that the student has done. Grade: 5 - Adopted 1996 GENERAL OUTCOME / COURSE AB.5-4. Attitudes: Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. 29 East 21st Street New York, NY pklifescience.com 6

7 GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Students will show growth in acquiring and applying a sense of personal and shared responsibility for actions taken Students will show growth in acquiring and applying respect for living things and environments, and commitment for their care. GENERAL OUTCOME / COURSE AB Topic E: Wetland Ecosystems: Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Recognize and describe one or more examples of wetland ecosystems found in the local area; e.g., pond, slough, marsh, bog, fen Understand that a wetland ecosystem involves interactions between living and nonliving things, both in and around the water Identify some plants and animals found at a wetland site, both in and around the water; and describe the life cycles of these plants and animals Identify and describe adaptations that make certain plants and animals suited for life in a wetland Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community Identify the roles of different organisms in the food web of a pond: producers - green plants that make their own food, using sunlight; consumers - animals that eat living plants and/or animals; decomposers - organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living Draw diagrams of food chains and food webs, and interpret such diagrams Recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each Identify human actions that can threaten the abundance or survival of living things in wetland ecosystems; e.g., adding pollutants, changing the flow of water, trapping or hunting pond wildlife Identify individual and group actions that can be taken to preserve and enhance wetland habitats. 29 East 21st Street New York, NY pklifescience.com 7

8 Grade: 6 - Adopted 1996 GENERAL OUTCOME / COURSE AB.6-4. Attitudes: Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Students will show growth in acquiring and applying a sense of personal and shared responsibility for actions taken Students will show growth in acquiring and applying respect for living things and environments, and commitment for their care. GENERAL OUTCOME / COURSE AB Topic E: Trees and Forests: Describe characteristics of trees and the interaction of trees with other living things in the local environment. GENERAL OUTCOME / SPECIFIC OUTCOME GENERAL OUTCOME / SPECIFIC OUTCOME Identify human actions that enhance or threaten the existence of forests Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken. Arizona Academic Standards Science Grade: 3 - Adopted 2004 / Updated 2005 STRAND AZ.SC03-S3. Science in Personal and Social Perspectives CONCEPT / STANDARD SC03-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S3C1-02. Describe the beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides). STRAND AZ.SC03-S4. Life Science CONCEPT / STANDARD SC03-S4C3. Organisms and Environments: Understand the relationships among various organisms and their environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S4C3-02. Examine an ecosystem to identify microscopic and macroscopic organisms. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S4C3-03. Explain the interrelationships among plants and animals in different environments: producers - plants; consumers - animals; decomposers - fungi, insects, bacteria. 29 East 21st Street New York, NY pklifescience.com 8

9 PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S4C3-05. Describe how environmental factors (e.g., soil composition, range of temperature, quantity and quality of light or water) in the ecosystem may affect a member organism's ability to grow, reproduce, and thrive. STRAND AZ.SC03-S4. Life Science CONCEPT / STANDARD SC03-S4C4. Diversity, Adaptation, and Behavior: Identify plant and animal adaptations. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S4C4-01. Identify adaptations of plants and animals that allow them to live in specific environments. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC03-S4C4-02. Describe ways that species adapt when introduced into new environments. Grade: 4 - Adopted 2004 / Updated 2005 STRAND AZ.SC04-S1. Inquiry Process CONCEPT / STANDARD SC04-S1C1. Observations, Questions, and Hypotheses: Observe, ask questions, and make predictions. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S1C1-03. Formulate predictions in the realm of science based on observed cause and effect relationships. STRAND AZ.SC04-S3. Science in Personal and Social Perspectives CONCEPT / STANDARD SC04-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S3C1-01. Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams). SC04-S3C1-02. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion). STRAND AZ.SC04-S4. Life Science CONCEPT / STANDARD SC04-S4C3. Organisms and Environments: Understand the relationships among various organisms and their environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S4C3-03. Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S4C3-04. Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding substitutes). STRAND AZ.SC04-S4. Life Science 29 East 21st Street New York, NY pklifescience.com 9

10 CONCEPT / STANDARD SC04-S4C4. Diversity, Adaptation, and Behavior: Identify plant and animal adaptations. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S4C4-01. Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. SC04-S4C4-02. Give examples of adaptations that allow plants and animals to survive. (camouflage - horned lizards, coyotes; mimicry - Monarch and Viceroy butterflies; physical - cactus spines; mutualism - species of acacia that harbor ants, which repel other harmful insects). STRAND AZ.SC04-S6. Earth and Space Science CONCEPT / STANDARD SC04-S6C3. Changes in the Earth and Sky: Understand characteristics of weather conditions and climate. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC04-S6C3-03. Differentiate between weather and climate as they relate to the southwestern United States. Grade: 5 - Adopted 2004 / Updated 2005 STRAND AZ.SC05-S1. Inquiry Process CONCEPT / STANDARD SC05-S1C1. Observations, Questions, and Hypotheses: Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC05-S1C1-02. Formulate predictions in the realm of science based on observed cause and effect relationships. STRAND AZ.SC05-S1. Inquiry Process CONCEPT / STANDARD SC05-S1C3. Analysis and Conclusions: Analyze and interpret data to explain correlations and results; formulate new questions. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC05-S1C3-05. Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object). STRAND AZ.SC05-S3. Science in Personal and Social Perspectives CONCEPT / STANDARD SC05-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment. PERFORMANCE OBJECTIVE / PROFICIENCY LEVEL SC05-S3C1-01. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts). Arkansas Curriculum Frameworks 29 East 21st Street New York, NY pklifescience.com 10

11 Science Grade: 3 - Adopted 2005 STRAND/CONTENT STANDARD AR.5. Physical Science: Matter: Properties and Changes: Students shall demonstrate and apply knowledge of matter, including properties and changes, using appropriate safety procedures, equipment, and technology. STANDARD/STUDENT LEARNING PS Physical Properties: Compare and contrast objects based on two or more properties Grade: 4 - Adopted 2005 STRAND/CONTENT STANDARD AR.4. Life Science: Populations and Ecosystems: Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. STANDARD/STUDENT LEARNING STANDARD/STUDENT LEARNING LS LS Recognize environmental adaptations of plants and animals Illustrate the interdependence of organisms in an ecosystem STRAND/CONTENT STANDARD AR.8. Earth and Space Science: Earth Systems: Structure and Properties: Students shall demonstrate and apply knowledge of Earth's structure and properties using appropriate safety procedures, equipment, and technology. STANDARD/STUDENT LEARNING ESS Natural Resources: Analyze the impact of using natural resources Grade: 5 - Adopted 2005 STRAND/CONTENT STANDARD AR.4. Life Science: Populations and Ecosystems: Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. STANDARD/STUDENT LEARNING STANDARD/STUDENT LEARNING STANDARD/STUDENT LEARNING LS LS LS Populations and Ecosystems: Distinguish among and model organisms, populations, communities, ecosystems, biosphere Populations and Ecosystems: Evaluate food webs under conditions of stress: overgrazing, overpopulation, natural disaster, introduction of non-native species, human impact/urban development Populations and Ecosystems: Categorize organisms by the function they serve in ecosystems and food webs: predator/prey, parasitism, 29 East 21st Street New York, NY pklifescience.com 11

12 producer/consumer/decomposer, scavenger, herbivore/carnivore/ omnivore STANDARD/STUDENT LEARNING STANDARD/STUDENT LEARNING LS LS Populations and Ecosystems: Evaluate positive and negative human effects on ecosystems Populations and Ecosystems: Investigate careers, scientists, and historical breakthroughs related to populations and ecosystems Grade: 6 - Adopted 2005 STRAND/CONTENT STANDARD AR.3. Life Science: Life Cycles, Reproduction, and Heredity: Students shall demonstrate and apply knowledge of life cycles, reproduction, and heredity using appropriate safety procedures, equipment, and technology STANDARD/STUDENT LEARNING LS Regulation and Behavior: Describe the following structural adaptations for survival in the environment: coloration, mimicry, odor glands, beaks, feet, wings, fur, ears, spines, teeth, thorns, characteristics of seeds STRAND/CONTENT STANDARD AR.4. Life Science: Populations and Ecosystems: Students shall demonstrate and apply knowledge of populations and ecosystems using appropriate safety procedures, equipment, and technology. STANDARD/STUDENT LEARNING LS Populations and Ecosystems: Identify environmental conditions that can affect the survival of individual organisms and entire species Atlantic Canada Curriculum Standards Science Grade: 3 GENERAL LEARNING OUTCOME CAMET.1. Science, Technology, Society, and the Environment (STSE) - Students will develop an understanding of the nature of science and technology, o the relationships between science and technology, and of the social and environmental contexts of science and technology. CURRICULUM OUTCOME 1.4. Students will undertake personal actions to care for the immediate environment and contribute to responsible group decisions (103) GENERAL LEARNING OUTCOME CAMET.4. Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, 29 East 21st Street New York, NY pklifescience.com 12

13 and the environment. CURRICULUM OUTCOME 4.7. Students will be sensitive to the needs of other people, other living things, and the local environment (407) Grade: 4 GENERAL LEARNING OUTCOME CAMET.4. Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. CURRICULUM OUTCOME 4.2. Students will realize that the applications of science and technology can have both intended and unintended effects (410) CURRICULUM OUTCOME Students will be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment (419) Grade: 5 GENERAL LEARNING OUTCOME CAMET.4. Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. CURRICULUM OUTCOME 4.2. Students will realize that the applications of science and technology can have both intended and unintended effects (410) CURRICULUM OUTCOME Students will be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment (419) Grade: 6 GENERAL LEARNING OUTCOME CAMET.4. Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. CURRICULUM OUTCOME 4.2. Students will realize that the applications of science and technology can have both intended and unintended effects (410) CURRICULUM OUTCOME Students will be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment (419) 29 East 21st Street New York, NY pklifescience.com 13

14 British Columbia Standards Science Grade: 4 - Adopted 2005 CURRICULUM ORGANIZER / COURSE BC.B. Life Science - Habitats and Communities: This is the study of the diversity, continuity, interactions, and balance among organisms and their environments. By using the skills, processes, and attitudes of science, students extend their understanding of the living world and their place within it. PRESCRIBED LEARNING OUTCOME / ORGANIZER PRESCRIBED LEARNING OUTCOME / ORGANIZER B2. Students will analyse simple food chains B4. Students will determine how personal choices and actions have environmental consequences Grade: 5 - Adopted 2005 CURRICULUM ORGANIZER / COURSE BC.D. Earth and Space Science - Renewable and Non- Renewable Resources: This is the study of the universe and the structure of the Earth. By using the skills, processes, and attitudes of science, students develop an understanding of the forces, processes, and dynamic life-supporting qualities of the Earth. PRESCRIBED LEARNING OUTCOME / ORGANIZER D4. Students will describe potential environmental impacts of using BC's living and non-living resources Grade: 6 - Adopted 2005 CURRICULUM ORGANIZER / COURSE BC.B. Life Science - Diversity of Life: This is the study of the diversity, continuity, interactions, and balance among organisms and their environments. By using the skills, processes, and attitudes of science, students extend their understanding of the living world and their place within it. PRESCRIBED LEARNING OUTCOME / ORGANIZER B2. Students will analyse how different organisms adapt to their environments California Content Standards Science Grade: 3 - Adopted 1998 CONTENT STANDARD / DOMAIN CA.3. Life Sciences: Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept: 29 East 21st Street New York, NY pklifescience.com 14

15 PERFORMANCE STANDARD / STRAND 3.b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. Grade: 4 - Adopted 1998 CONTENT STANDARD / DOMAIN CA.2. Life Sciences: All organisms need energy and matter to live and grow. As a basis for understanding this concept: PERFORMANCE STANDARD / STRAND 2.a. Students know plants are the primary source of matter and energy entering most food chains. PERFORMANCE STANDARD / STRAND 2.b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. CONTENT STANDARD / DOMAIN CA.3. Life Sciences: Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: PERFORMANCE STANDARD / STRAND 3.b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. CONTENT STANDARD / DOMAIN CA.6. Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: PERFORMANCE STANDARD / STRAND 6.c. Formulate and justify predictions based on causeand-effect relationships. Grade: 6 - Adopted 1998 CONTENT STANDARD / DOMAIN CA.5. Earth Science: Ecology (Life Science): Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: PERFORMANCE STANDARD / STRAND 5.c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. Colorado K-12 Academic Standards Science Grade: 3 - Adopted East 21st Street New York, NY pklifescience.com 15

16 CONTENT AREA CO.4. Prepared Graduate Competencies in Science: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. STANDARD 4.5. Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade: 4 - Adopted 2009 CONTENT AREA CO.2. Life Science STANDARD 2.3. There is interaction and interdependence between and among living and nonliving components of ecosystems. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.3.a. Use evidence to develop a scientific explanation on how organisms adapt to their habitat CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.3.b. Identify the components that make a habitat type unique CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.3.c. Compare and contrast different habitat types CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.3.d. Create and evaluate models of the flow of nonliving components or resources through an ecosystem CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.3.e. Make a plan to positively impact a local ecosystem CONTENT AREA CO.4. Prepared Graduate Competencies in Science: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. STANDARD 4.5. Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade: 5 - Adopted 2009 CONTENT AREA CO.4. Prepared Graduate Competencies in Science: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. STANDARD 4.5. Explain and illustrate with examples how living systems interact with the biotic and abiotic environment 29 East 21st Street New York, NY pklifescience.com 16

17 Grade: 6 - Adopted 2009 CONTENT AREA CO.2. Life Science STANDARD 2.1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.1.c. 2.1.d. Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms CONTENT AREA CO.2. Life Science STANDARD 2.2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem. Students can: CONCEPTS AND SKILLS / EVIDENCE OUTCOMES 2.2.a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem CONTENT AREA CO.4. Prepared Graduate Competencies in Science: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. STANDARD 4.5. Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Connecticut Curriculum Frameworks Science Grade: 3 - Adopted 2009 DOMAIN / CONTENT STANDARD CT.3.2. Heredity and Evolution: Organisms can survive and reproduce only in environments that meet their basic needs. a) Plants and animals have structures and behaviors that help them survive in different environments. STATE FRAMEWORK Compare and contrast the external features and behaviors that enable different animals and plants (including those that are extinct) to get food, water and sunlight; find mates; and be protected in 29 East 21st Street New York, NY pklifescience.com 17

18 specific land and water habitats. STATE FRAMEWORK Give examples of ways animals benefit from camouflage. STATE FRAMEWORK Evaluate whether an adaptation gives a plant or animal a survival advantage in a given environment. STATE FRAMEWORK Design a model of an organism whose adaptations give it an advantage in a specific environment. Grade: 4 - Adopted 2009 DOMAIN / CONTENT STANDARD CT.4.2. Matter and Energy in Ecosystems: All organisms depend on the living and nonliving features of the environment for survival. a) When the environment changes, some organisms survive and reproduce, and others die or move to new locations. STATE FRAMEWORK Give examples of ways that living and nonliving things are interdependent within an ecosystem. STATE FRAMEWORK Draw diagrams showing how the sun's energy enters and is transferred from producers to consumers in a local land or aquatic food chain. STATE FRAMEWORK Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem. STATE FRAMEWORK Distinguish between naturally occurring changes in ecosystems and those caused by human activity. STATE FRAMEWORK Predict the effect an environmental change, such as drought or forest destruction, might have on the community of living things. Grade: 6 - Adopted 2009 DOMAIN / CONTENT STANDARD CT.6.2. Matter and Energy in Ecosystems: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. a) Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply. b) Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter. STATE FRAMEWORK Compare and contrast how energy and matter flow in a Connecticut ecosystem, emphasizing the interactions among producers, consumers and decomposers. 29 East 21st Street New York, NY pklifescience.com 18

19 STATE FRAMEWORK Distinguish a food chain from a food web and identify local examples of each. Delaware Standards and Curricula Science Grade: 3 - Adopted 2010 STANDARD / STRAND DE.6. Life Processes STRAND / INDICATOR 6.4. Life Processes and Technology Application ENDURING UNDERSTANDING Enduring Understanding: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation. BENCHMARK 6.4.C. The ability of an organism to meet its needs for survival is dependent upon its environment. Manipulation of the environment can positively or negatively affect the well being of various organisms that live there. (Level: Important) STANDARD / STRAND DE.7. Diversity and Continuity of Living Things STRAND / INDICATOR 7.1. Reproduction, Heredity and Development ENDURING UNDERSTANDING Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring. BENCHMARK 7.1.C. All plants and animals go through a life cycle of birth, growth, development, reproduction, and death. This cycle is predictable and describable, but differs from organism to organism. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.1. Interactions within the Environment ENDURING UNDERSTANDING Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. BENCHMARK 8.1.A. An interconnectedness exists among the living and nonliving parts of an environment. This interconnectedness can be observed by the changes made by plants and animals in their environment. (Level: Important) BENCHMARK 8.1.B. Plants and animals need enough space and resources to survive. Overcrowding leads to an increased need for resources. (Level: Important) 29 East 21st Street New York, NY pklifescience.com 19

20 STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.2. Energy Flow and Material Cycles in the Environment ENDURING UNDERSTANDING Enduring Understandings: 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 8.2.A. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that have eaten plants. (Level: Important) Grade: 4 - Adopted 2010 STANDARD / STRAND DE.3. Energy and Its Effects STRAND / INDICATOR 3.4. The Production, Consumption and Application of Energy ENDURING UNDERSTANDING Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us. BENCHMARK 3.4.A. The production of most of the energy that we use in our daily lives comes from energy stored in natural resources. The quantity of these resources is limited, so it is important to conserve our natural resources by using them wisely. (Level: Compact) STANDARD / STRAND DE.6. Life Processes STRAND / INDICATOR 6.2. Matter and Energy Transformations ENDURING UNDERSTANDING Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. BENCHMARK 6.2.A. Plants need the Sun's energy to grow and survive. (Level: Essential) BENCHMARK 6.2.B. Animals need food to provide materials and energy for life which they derive directly or indirectly from plants. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.1. Interactions within the Environment 29 East 21st Street New York, NY pklifescience.com 20

21 ENDURING UNDERSTANDING Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. BENCHMARK 8.1.B. All living organisms interact with the living and nonliving parts of their surroundings to meet their needs for survival. These interactions lead to a constant exchange of matter. (Level: Essential) BENCHMARK 8.1.C. Adaptations in organisms enable them to live and reproduce in certain environments. Those organisms that are best suited for a particular environment have adaptations that allow them to compete for available resources and cope with the physical conditions of their immediate surroundings. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.2. Energy Flow and Material Cycles in the Environment ENDURING UNDERSTANDING Enduring Understandings: 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 8.2.A. Plants need energy from the Sun, water and nutrients for growth and survival. (Level: Essential) BENCHMARK 8.2.B. Animals eat plants or other animals that have eaten plants. Animals obtain energy and materials for body repair and growth from food. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.3. Human Impact ENDURING UNDERSTANDING Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. BENCHMARK 8.3.B. Different technologies are used to access resources to meet human wants and needs. In many cases the environment is affected and resources become limited. Some activities may include burning of fossil fuels, logging, building of highways, shopping centers, and dams, introduction of one species to control another species, spraying of insects, as well as some aspects of farming. (Level: Important) Grade: 5 - Adopted 2010 STANDARD / STRAND DE.3. Energy and Its Effects 29 East 21st Street New York, NY pklifescience.com 21

22 STRAND / INDICATOR 3.4. The Production, Consumption and Application of Energy ENDURING UNDERSTANDING Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us. BENCHMARK 3.4.A. The production of most of the energy that we use in our daily lives comes from energy stored in natural resources. The quantity of these resources is limited, so it is important to conserve our natural resources by using them wisely. (Level: Compact) STANDARD / STRAND DE.6. Life Processes STRAND / INDICATOR 6.2. Matter and Energy Transformations ENDURING UNDERSTANDING Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. BENCHMARK 6.2.A. Plants need the Sun's energy to grow and survive. (Level: Essential) BENCHMARK 6.2.B. Animals need food to provide materials and energy for life which they derive directly or indirectly from plants. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.1. Interactions within the Environment ENDURING UNDERSTANDING Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. BENCHMARK 8.1.B. All living organisms interact with the living and nonliving parts of their surroundings to meet their needs for survival. These interactions lead to a constant exchange of matter. (Level: Essential) BENCHMARK 8.1.C. Adaptations in organisms enable them to live and reproduce in certain environments. Those organisms that are best suited for a particular environment have adaptations that allow them to compete for available resources and cope with the physical conditions of their immediate surroundings. (Level: Essential) 29 East 21st Street New York, NY pklifescience.com 22

23 STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.2. Energy Flow and Material Cycles in the Environment ENDURING UNDERSTANDING Enduring Understandings: 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 8.2.A. Plants need energy from the Sun, water and nutrients for growth and survival. (Level: Essential) BENCHMARK 8.2.B. Animals eat plants or other animals that have eaten plants. Animals obtain energy and materials for body repair and growth from food. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.3. Human Impact ENDURING UNDERSTANDING Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. BENCHMARK 8.3.B. Different technologies are used to access resources to meet human wants and needs. In many cases the environment is affected and resources become limited. Some activities may include burning of fossil fuels, logging, building of highways, shopping centers, and dams, introduction of one species to control another species, spraying of insects, as well as some aspects of farming. (Level: Important) Grade: 6 - Adopted 2010 STANDARD / STRAND DE.6. Life Processes STRAND / INDICATOR 6.2. Matter and Energy Transformations ENDURING UNDERSTANDING Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. BENCHMARK 6.2.A. All organisms require energy. A general distinction among organisms is that plants use solar energy to make their own food (sugar) and animals acquire energy directly or indirectly from plants. (Level: Essential) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.1. Interactions within the Environment 29 East 21st Street New York, NY pklifescience.com 23

24 ENDURING UNDERSTANDING Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system. BENCHMARK 8.1.A. All populations living together (biotic factors) and the physical factors with which they interact (abiotic factors) compose an ecosystem. (Level: Essential) BENCHMARK 8.1.B. Ecosystems do not have precise boundaries. All ecosystems ultimately exchange materials with one another and all influence one another. (Level: Compact BENCHMARK 8.1.C. The Delaware Estuary is a semi-enclosed tidal body of water with a free connection to the ocean. This richly productive system, including the associated marshes, provides a variety of habitats for diverse species. This system is biologically and economically important. (Level: Compact) STANDARD / STRAND DE.8. Ecology STRAND / INDICATOR 8.3. Human Impact ENDURING UNDERSTANDING Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. BENCHMARK 8.3.A. Humans can alter the biotic and abiotic factors within an ecosystem thereby creating changes to the overall system. (Level: Essential) BENCHMARK 8.3.B. The introduction of competing species, removal of natural habitat, alteration of native landscapes due to urban, industrial and agricultural activities, overharvesting of species, alteration of waterways and removal of natural predators, etc., are actions that have a lasting impact on ecosystems. (Level: Essential) BENCHMARK 8.3.C. Individuals and policymakers make decisions regarding the use of resources based on estimated personal and societal benefits and risks. Impacts on environmental systems result from these decisions. (Level: Compact) Florida Next Generation Sunshine State Standards Science Grade: 3 - Adopted 2008 BODY OF KNOWLEDGE FL.SC.3.P. Physical Science 29 East 21st Street New York, NY pklifescience.com 24