3: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.A: Diversity of Life

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.2: Closed ? open circulatory systems

Circulatory System

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

Food Chain
Forest Ecosystem

3.A.1.b.2: Plants make food

Food Chain
Forest Ecosystem

3.A.1.c: 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.

Pollination: Flower to Fruit

3.B: Cells

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.c: Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs.

Cell Division

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.2: Extracting energy from food

Cell Structure

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.b: Select several body systems and explain the role of cells, tissues and organs that effectively carry out a vital function for the organism, such as

3.B.2.b.1: Obtaining food and providing energy (digestive, circulatory, respiratory)

Digestive System

3.B.2.b.3: Reproduction (reproductive, endocrine, circulatory)

Circulatory System

3.B.2.b.4: Waste removal (excretory, respiratory, circulatory).

Circulatory System

3.B.2.b.5: Breathing (respiratory, circulatory)

Circulatory System

3.C: Genetics

3.C.1: Explain the ways that genetic information is passed from parent to offspring in different organisms.

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.

Evolution: Natural and Artificial Selection
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

3.E: Flow of Matter and Energy

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.

Forest Ecosystem
Prairie Ecosystem

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.

Cell Energy Cycle
Photosynthesis Lab

3.E.1.d: Provide evidence from research to explain how plants can use the food they make immediately for fuel or stored for later use.

Forest Ecosystem

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.

Forest Ecosystem

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

Cell Energy Cycle

4: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations

4.A: Structure of Matter

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.

Element Builder

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.1: Highly reactive metals, such as magnesium and sodium

Mineral Identification

4.A.1.c.2: Less-reactive metals, such as gold and silver

Mineral Identification

4.A.1.c.3: Highly reactive non-metals, such as chlorine, fluorine, and oxygen

Mineral Identification

Correlation last revised: 1/19/2015

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