Voluntary State Curriculum
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.
3.A.1.a: Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms
3.A.1.a.3: Asexual - sexual reproduction
3.A.1.b: Identify general distinctions among organisms that support classifying some things as plants, some as animals, and some that do not fit neatly into either group.
3.A.1.b.1: Animals consume food
3.A.1.b.2: Plants make food
3.B.1: Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions.
3.B.1.b: Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells.
3.B.1.b.1: Extracting energy from food
3.B.1.d: Collect data from investigations using single celled organisms, such as yeast or algae to explain that a single cell carries out all the basic life functions of a multicellular organism.
3.B.1.d.3: Getting rid of wastes
3.B.1.e: Based on data compiled from a number of lessons completed, take and defend a position on the statement "The way in which cells function is the same in all organisms."
3.B.2: Recognize and provide examples that human beings, like other organisms have complex body systems of cells, tissues and organs that interact to support an organism's growth and survival.
3.B.2.c: Develop a response that explains the meaning of the statement, "The specialization of cells serves the operation of the organs, and the organs serve the needs of the cells."
3.C.1: Explain the ways that genetic information is passed from parent to offspring in different organisms.
3.C.1.a: Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent.
3.C.1.c: Investigate organisms that reproduce asexually to identify what traits they receive from the parent.
3.C.1.d: Use information about how the transfer of traits from parent or parents to offspring occurs, to explain how selective breeding for particular traits has resulted in new varieties of cultivated plants and domestic animals.
3.C.1.e: Identify evidence to support the idea that there is greater variation among offspring of organisms that reproduce sexually than among those that reproduce asexually.
3.E.1: Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.
3.E.1.b: Cite evidence from research and observations that organisms that eat plants or animals break down what they have consumed (food) to produce the materials and energy they need to survive or store for later use.
3.E.1.c: Investigate and describe the processes that enable plants to use the energy from light to make sugars (food) from carbon dioxide and water.
3.E.1.e: Ask and seek answers to questions about the fact that transfer of matter between organisms continues indefinitely because organisms are decomposed after death to return food materials to the environment.
3.E.1.f: Provide evidence that supports the premise "In the flow of matter system the total amount of matter remains constant even though its form and location change."
3.E.1.f.1: Carbon cycle
3.E.1.f.3: Food chains and food webs
4.A.1: Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope.
4.A.1.a: Recognize and describe that the atoms of each element are alike but different from atoms of other elements.
4.A.1.b: Recognize and describe that different arrangements of atoms into groups compose all substances.
4.A.1.c: Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties.
4.A.1.c.3: Highly reactive non-metals, such as chlorine, fluorine, and oxygen
4.A.1.c.4: Almost non-reactive gases, such as helium and neon
4.A.1.d: Provide examples to illustrate that elements are substances that do not breakdown into smaller parts during normal investigations involving heating, exposure to electric current or reactions with acids.
4.A.1.e: Cite evidence to explain that all living and non-living things can be broken down to a set of known elements.
6.A.1: Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.
6.A.1.a: Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources
6.B.1: Recognize and describe that environmental changes can have local, regional, and global consequences.
6.B.1.a: Identify and describe a local, regional, or global environmental issue.
6.B.1.b: Identify and describe that different individuals or groups are affected by an issue in different ways.
Correlation last revised: 10/22/2009