Maine

A Students apply the principles of systems, models, constancy and change, and scale in science and technology.

• A1 Students explain interactions between parts that make up whole man-made and natural things.

  • a Give examples that show how individual parts of organisms, ecosystems, or man-made structures can influence one another.

    • Benefits of group behavior: North American caribou (3-K.5)
    • Benefits of group behavior: African wild dogs (3-K.6)
    • Benefits of group behavior: leaf-cutter ants (3-K.7)
    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)
    • Identify roles in food chains (4-Q.3)
    • How does matter move in food chains? (4-Q.4)
    • Interpret food webs (4-Q.5)
    • Identify roles in food chains (5-P.3)
    • How does matter move in food chains? (5-P.4)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)

  • b Explain ways that things including organisms, ecosystems, or man-made structures may not work as well (or at all) if a part is missing, broken, worn out, mismatched, or misconnected.

    • Solve problems using magnets (3-V.1)

• A2 Students use models to represent objects, processes, and events from the physical setting, the living environment, and the technological world.

  • a Represent the features of a real object, event, or process using models including geometric figures, number sequences, graphs, diagrams, sketches, maps, or three-dimensional figures and note ways in which those representations do (and do not) match features of the originals.

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)
    • Predict heat flow (3-D.1)
    • Predict temperature changes (3-D.2)
    • Introduction to static electricity and charged objects (3-H.1)
    • Identify magnets that attract or repel (3-I.1)
    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)
    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • Read a plant pedigree chart (3-O.4)
    • Read an animal pedigree chart (3-O.5)
    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)
    • Collect and graph temperature data (3-S.3)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)
    • Water on Earth (3-T.1)
    • Understand conservation of matter using graphs (4-B.2)
    • Change-of-state diagrams: solid, liquid, and gas (4-C.2)
    • Heating, cooling, and changes of state (4-C.3)
    • Predict heat flow (4-D.1)
    • Predict temperature changes (4-D.2)
    • Introduction to static electricity and charged objects (4-H.1)
    • Identify magnets that attract or repel (4-H.2)
    • Read and construct animal life cycle diagrams (4-L.1)
    • Compare animal life cycles (4-L.2)
    • Body systems: circulation and respiration (4-L.4)
    • Body systems: digestion (4-L.5)
    • Body systems: removing waste (4-L.6)
    • Body systems: perception and motion (4-L.7)
    • Identify plant parts and their functions (4-M.2)
    • Identify flower parts and their functions (4-M.4)
    • Describe and construct flowering plant life cycles (4-M.5)
    • Describe and construct conifer life cycles (4-M.6)
    • Read a plant pedigree chart (4-O.5)
    • Read an animal pedigree chart (4-O.6)
    • Plant cell diagrams: identify parts (4-P.3)
    • Animal cell diagrams: identify parts (4-P.4)
    • Plant cell diagrams: label parts (4-P.5)
    • Animal cell diagrams: label parts (4-P.6)
    • Identify roles in food chains (4-Q.3)
    • How does matter move in food chains? (4-Q.4)
    • Interpret food webs (4-Q.5)
    • How do rock layers form? (4-S.6)
    • Collect and graph temperature data (4-U.3)
    • Use climate data to make predictions (4-U.7)
    • Use data to describe climates (4-U.8)
    • Describe and graph water on Earth (4-V.3)
    • Read a topographic map (4-V.4)
    • Select parts of a topographic map (4-V.5)
    • Change-of-state diagrams: melting, freezing, vaporizing, and condensing (5-C.1)
    • Change-of-state diagrams: melting, freezing, vaporizing, condensing, and sublimating (5-C.2)
    • Heating, cooling, and changes of state (5-C.3)
    • Predict heat flow (5-C.4)
    • Predict temperature changes (5-C.5)
    • Interpret ball-and-stick models (5-F.1)
    • Classify elementary substances and compounds using models (5-F.8)
    • Identify magnets that attract or repel (5-H.1)
    • Read and construct animal life cycle diagrams (5-K.1)
    • Compare animal life cycles (5-K.2)
    • Body systems: circulation and respiration (5-K.4)
    • Body systems: digestion (5-K.5)
    • Body systems: removing waste (5-K.6)
    • Body systems: perception and motion (5-K.7)
    • Identify plant parts and their functions (5-L.2)
    • Identify flower parts and their functions (5-L.4)
    • Flowering plant and conifer life cycles (5-L.5)
    • Moss and fern life cycles (5-L.6)
    • Read a plant pedigree chart (5-N.4)
    • Read an animal pedigree chart (5-N.5)
    • Animal and plant cell diagrams: identify parts (5-O.3)
    • Plant cell diagrams: label parts (5-O.4)
    • Animal cell diagrams: label parts (5-O.5)
    • Identify roles in food chains (5-P.3)
    • How does matter move in food chains? (5-P.4)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)
    • How do rock layers form? (5-R.4)
    • Label parts of rock cycle diagrams (5-R.5)
    • Select parts of rock cycle diagrams (5-R.6)
    • Collect and graph temperature data (5-T.1)
    • Use climate data to make predictions (5-T.5)
    • Use data to describe climates (5-T.6)
    • Describe and graph water on Earth (5-U.1)
    • Label parts of water cycle diagrams (5-U.2)
    • Select parts of water cycle diagrams (5-U.3)
    • Read a topographic map (5-V.3)
    • Select parts of a topographic map (5-V.4)

• A3 Students identify and represent basic patterns of change in the physical setting, the living environment, and the technological world.

  • a Recognize patterns of change including steady, repetitive, irregular, or apparently unpredictable change.

    • Understand conservation of matter using graphs (4-B.2)

  • b Make tables or graphs to represent changes.

    • Collect and graph temperature data (3-S.3)
    • Understand conservation of matter using graphs (4-B.2)
    • Collect and graph temperature data (4-U.3)
    • Describe and graph water on Earth (4-V.3)
    • Collect and graph temperature data (5-T.1)
    • Describe and graph water on Earth (5-U.1)

• A4 Students use mathematics to describe scale for man-made and natural things.

  • a Measure things to compare sizes, speeds, times, distances, and weights.

    • Compare the speeds of moving objects (3-G.4)
    • Choose units of time (3-W.1)
    • Choose customary units of distance (3-W.2)
    • Choose metric units of distance (3-W.3)
    • Choose customary units of distance (4-Y.1)
    • Choose metric units of distance (4-Y.2)
    • Choose customary units of mass (4-Y.3)
    • Choose metric units of mass (4-Y.4)
    • Choose customary units of volume (4-Y.5)
    • Choose metric units of volume (4-Y.6)
    • Choose customary units of distance (5-Y.1)
    • Choose metric units of distance (5-Y.2)
    • Choose customary units of mass (5-Y.3)
    • Choose metric units of mass (5-Y.4)
    • Choose customary units of volume (5-Y.5)
    • Choose metric units of volume (5-Y.6)

  • b Use fractions and multiples to make comparisons of scale.

B Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

• B1 Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests.

  • a Pose investigable questions and seek answers from reliable sources of scientific information and from their own investigations.

  • b Plan and safely conduct investigations including simple experiments that involve a fair test.

  • c Use simple equipment, tools, and appropriate metric units of measurement to gather data and extend the senses.

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)
    • Collect and graph temperature data (3-S.3)
    • Read a thermometer (4-U.1)
    • Compare temperatures on thermometers (4-U.2)
    • Collect and graph temperature data (4-U.3)
    • Collect and graph temperature data (5-T.1)

  • d Use data to construct and support a reasonable explanation.

    • Observe and compare traits (3-M.1)
    • What affects traits? Use observations to support a hypothesis (3-M.2)
    • Match offspring to parents using inherited traits (3-O.1)
    • Compare fossils to modern organisms (3-R.2)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)
    • Match offspring to parents using inherited traits (4-O.2)
    • Compare fossils to modern organisms (4-T.3)
    • Use climate data to make predictions (4-U.7)
    • Use data to describe climates (4-U.8)
    • Match offspring to parents using inherited traits (5-N.1)
    • Science literacy: how can a community protect sea turtles? (5-Q.1)
    • Compare fossils to modern organisms (5-S.3)
    • Use climate data to make predictions (5-T.5)
    • Use data to describe climates (5-T.6)

  • e Communicate scientific procedures and explanations.

    • Science literacy: how can a community protect sea turtles? (5-Q.1)

• B2 Students use a design process, simple tools, and a variety of materials to solve a problem or create a product, recognizing the constraints that need to be considered.

  • a Identify and explain a simple design problem and a solution related to the problem.

    • Solve problems using magnets (3-V.1)
    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)
    • Evaluate multiple design solutions to prevent flooding (4-X.1)
    • Identify the best design solution to prevent hurricane damage (4-X.2)

  • b Propose a solution to a design problem that recognizes constraints including cost, materials, time, space, or safety.

    • Solve problems using magnets (3-V.1)
    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)
    • Evaluate multiple design solutions to prevent flooding (4-X.1)
    • Identify the best design solution to prevent hurricane damage (4-X.2)

  • c Use appropriate tools, materials, safe techniques, and quantitative measurements to implement a proposed solution to a design problem.

  • d Balance simple constraints in carrying out a proposed solution to a design problem.

  • e Evaluate their own design results, as well as those of others, using established criteria.

  • f Modify designs based on results of evaluations.

    • Solve problems using magnets (3-V.1)

  • g Present the design problem, process, and design or solution using oral, written, and/or pictorial means of communication.

C Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.

• C1 Students describe how scientific investigations result in explanations that are communicated to other scientists.

  • a Describe how scientists answer questions by developing explanations based on observations, evidence, and knowledge of the natural world.

    • Science literacy: how can a community protect sea turtles? (5-Q.1)

  • b Describe how scientists make their explanations public.

    • Science literacy: how can a community protect sea turtles? (5-Q.1)

• C2 Students describe why people use science and technology and how scientists and engineers work.

  • a Describe how scientists seek to answer questions and explain the natural world.

    • Science literacy: how can a community protect sea turtles? (5-Q.1)

  • b Describe how engineers seek solutions to problems through the design and production of products.

• C3 Students identify and describe the influences of science and technology on people and the environment.

  • a Explain how scientific and technological information can help people make safe and healthy decisions.

    • Science literacy: how can a community protect sea turtles? (5-Q.1)

  • b Give examples of changes in the environment caused by natural or man-made influences.

    • Changes to Earth's surface: earthquakes (3-U.4)
    • Changes to Earth's surface: volcanic eruptions (3-U.5)
    • Changes to Earth's surface: erosion (3-U.6)
    • Describe and graph water on Earth (4-V.3)
    • Describe and graph water on Earth (5-U.1)

  • c Explain that natural resources are limited, and that reusing, recycling, and reducing materials and using renewable resources is important.

    • Evaluate natural energy sources (4-R.1)

D Students understand the universal nature of matter, energy, force, and motion and identify how these relationships are exhibited in Earth Systems, in the solar system, and throughout the universe.

• D1 Students describe the positions and apparent motions of different objects in and beyond our solar system and how these objects can be viewed from Earth.

  • a Show the locations of the sun, Earth, moon, and planets and their orbits.

    • Analyze models of the Earth-Sun-Moon system (6-HH.1)

  • b Observe and report on observations that the sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.

  • c Recognize that the sun is a star and is similar to other stars in the universe.

• D2 Students describe the properties of Earth's surface materials, the processes that change them, and cycles that affect the Earth.

  • a Explain the effects of the rotation of Earth on the day/night cycle, and how that cycle affects local temperature.

  • b Describe the various forms water takes in the air and how that relates to weather.

  • c Explain how wind, waves, water, and ice reshape the surface of Earth.

    • Water on Earth (3-T.1)
    • Classify changes to Earth's surface I (3-U.1)
    • Classify changes to Earth's surface II (3-U.2)
    • Find evidence of changes to Earth's surface (3-U.3)
    • Changes to Earth's surface: erosion (3-U.6)

  • d Describe the kinds of materials that form rocks and soil.

    • Classify rocks and minerals by color, shape, and texture (3-Q.1)
    • Identify minerals using properties (3-Q.2)
    • Identify rocks using properties (3-Q.3)
    • Classify rocks as igneous, sedimentary, or metamorphic (3-Q.4)
    • Identify minerals using properties (4-S.2)
    • Identify rocks using properties (4-S.3)
    • How do sedimentary rocks form? (4-S.4)
    • Classify rocks as igneous, sedimentary, or metamorphic (4-S.5)
    • Identify rocks and minerals (5-R.1)
    • How do sedimentary rocks form? (5-R.2)
    • Classify rocks as igneous, sedimentary, or metamorphic (5-R.3)
    • Label parts of rock cycle diagrams (5-R.5)
    • Select parts of rock cycle diagrams (5-R.6)

  • e Recognize that the sun is the source of Earth's surface heat and light energy.

• D3 Students describe properties of objects and materials before and after they undergo a change or interaction.

  • a Describe how the weight of an object compares to the sum of the weight of its parts.

  • b Illustrate how many different substances can be made from a small number of basic ingredients.

  • c Describe properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

    • Identify physical and chemical changes (3-E.1)
    • Compare physical and chemical changes (3-E.2)
    • Identify physical and chemical changes (4-E.1)
    • Compare physical and chemical changes (4-E.2)
    • Compare physical and chemical changes (5-D.1)

  • d Describe what happens to the temperatures of objects when a warmer object is near a cooler object.

    • Predict heat flow (3-D.1)
    • Predict temperature changes (3-D.2)
    • How is temperature related to thermal energy? (3-D.3)
    • Predict heat flow (4-D.1)
    • Predict temperature changes (4-D.2)
    • How is temperature related to thermal energy? (4-D.3)
    • Predict heat flow (5-C.4)
    • Predict temperature changes (5-C.5)

  • e Describe how the heating and cooling of water and other materials can change the properties of the materials.

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)
    • Change-of-state diagrams: solid, liquid, and gas (4-C.2)
    • Heating, cooling, and changes of state (4-C.3)
    • Change-of-state diagrams: melting, freezing, vaporizing, and condensing (5-C.1)
    • Change-of-state diagrams: melting, freezing, vaporizing, condensing, and sublimating (5-C.2)
    • Heating, cooling, and changes of state (5-C.3)

  • f Explain that the properties of a material may change but the total amount of material remains the same.

    • Understand conservation of matter using graphs (4-B.2)
    • Understand conservation of matter using graphs (5-B.2)

  • g Explain that materials can be composed of parts too small to be seen without magnification.

    • Introduction to static electricity and charged objects (3-H.1)
    • Introduction to static electricity and charged objects (4-H.1)
    • Interpret ball-and-stick models (5-F.1)
    • Match chemical formulas to ball-and-stick models (5-F.2)
    • Complete chemical formulas for ball-and-stick models (5-F.3)
    • Count atoms in chemical formulas (5-F.4)

• D4 Students summarize how various forces affect the motion of objects.

  • a Predict the effect of a given force on the motion of an object.

    • Identify pushes and pulls (3-G.1)
    • How do balanced and unbalanced forces affect motion? (3-G.2)
    • How do mass and force affect motion? (3-G.3)
    • Identify directions of forces (4-G.1)
    • How do balanced and unbalanced forces affect motion? (4-G.2)
    • How does mass affect force and acceleration? (4-G.3)
    • Identify directions of forces (5-G.1)
    • How do balanced and unbalanced forces affect motion? (5-G.2)
    • How does mass affect force and acceleration? (5-G.3)

  • b Describe how fast things move by how long it takes them to go a certain distance.

  • c Describe the path of an object.

    • Identify pushes and pulls (3-G.1)
    • Identify directions of forces (4-G.1)
    • Identify directions of forces (5-G.1)

  • d Give examples of how gravity, magnets, and electrically charged materials push and pull objects.

    • Introduction to static electricity and charged objects (3-H.1)
    • Identify magnets that attract or repel (3-I.1)
    • Label magnets that attract or repel (3-I.2)
    • Compare strengths of magnetic forces (3-I.3)
    • Solve problems using magnets (3-V.1)
    • Introduction to static electricity and charged objects (4-H.1)
    • Identify magnets that attract or repel (4-H.2)
    • Label magnets that attract or repel (4-H.3)
    • Compare strengths of magnetic forces (4-H.4)
    • Identify magnets that attract or repel (5-H.1)
    • Label magnets that attract or repel (5-H.2)
    • Compare magnitudes of magnetic forces (5-H.3)

E Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.

• E1 Students compare living things based on their behaviors, external features, and environmental needs.

  • a Describe how living things can be sorted in many ways, depending on which features or behaviors are used to sort them, and apply this understanding to sort living things.

    • Identify living and nonliving things (3-J.1)
    • Identify plants and animals (3-J.2)
    • Identify mammals, birds, fish, reptiles, and amphibians (3-J.3)
    • Identify vertebrates and invertebrates (3-J.4)
    • Benefits of group behavior: North American caribou (3-K.5)
    • Benefits of group behavior: African wild dogs (3-K.6)
    • Benefits of group behavior: leaf-cutter ants (3-K.7)
    • Match offspring to parents using inherited traits (3-O.1)
    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)
    • Identify living and nonliving things (4-J.1)
    • Identify mammals, birds, fish, reptiles, and amphibians (4-J.2)
    • Identify vertebrates and invertebrates (4-J.3)
    • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (4-J.4)
    • Use evidence to classify animals (4-J.5)
    • Describe, classify, and compare kingdoms (4-J.6)
    • Match offspring to parents using inherited traits (4-O.2)
    • Identify roles in food chains (4-Q.3)
    • How does matter move in food chains? (4-Q.4)
    • Interpret food webs (4-Q.5)
    • Identify mammals, birds, fish, reptiles, and amphibians (5-I.1)
    • Identify vertebrates and invertebrates (5-I.2)
    • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-I.3)
    • Use evidence to classify animals (5-I.4)
    • Describe, classify, and compare kingdoms (5-I.5)
    • Match offspring to parents using inherited traits (5-N.1)
    • Identify roles in food chains (5-P.3)
    • How does matter move in food chains? (5-P.4)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)

  • b Describe the changes in external features and behaviors of an organism during its life cycle.

    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)
    • Benefits of group behavior: North American caribou (3-K.5)
    • Benefits of group behavior: African wild dogs (3-K.6)
    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • How do flowering plants make new plants? (3-L.5)
    • Read and construct animal life cycle diagrams (4-L.1)
    • Compare animal life cycles (4-L.2)
    • Describe and construct flowering plant life cycles (4-M.5)
    • Describe and construct conifer life cycles (4-M.6)
    • Read and construct animal life cycle diagrams (5-K.1)
    • Compare animal life cycles (5-K.2)
    • Flowering plant and conifer life cycles (5-L.5)
    • Moss and fern life cycles (5-L.6)

• E2 Students describe ways organisms depend upon, interact within, and change the living and non-living environment as well as ways the environment affects organisms.

  • a Explain how changes in an organism's habitat can influence its survival.

    • Benefits of group behavior: North American caribou (3-K.5)
    • Science literacy: how can a community protect sea turtles? (5-Q.1)

  • b Describe that organisms all over the Earth are living, dying, and decaying and new organisms are being produced by the old ones.

    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)
    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • Interpret food webs (3-P.5)
    • Read and construct animal life cycle diagrams (4-L.1)
    • Compare animal life cycles (4-L.2)
    • Describe and construct flowering plant life cycles (4-M.5)
    • Describe and construct conifer life cycles (4-M.6)
    • Interpret food webs (4-Q.5)
    • Read and construct animal life cycle diagrams (5-K.1)
    • Compare animal life cycles (5-K.2)
    • Flowering plant and conifer life cycles (5-L.5)
    • Moss and fern life cycles (5-L.6)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)

  • c Describe some of the ways in which organisms depend on one another, including animals carrying pollen and dispersing seeds.

    • Pollinator: ruby-throated hummingbird (2-J.4)
    • Pollinator: Indian flying fox (2-J.5)
    • Pollinator: painted lady butterfly (2-J.6)
    • Seed disperser: Eurasian red squirrel (2-J.7)
    • Seed disperser: African elephant (2-J.8)
    • Seed disperser: common ostrich (2-J.9)
    • Benefits of group behavior: North American caribou (3-K.5)
    • Benefits of group behavior: African wild dogs (3-K.6)
    • Benefits of group behavior: leaf-cutter ants (3-K.7)
    • Classify fruits and vegetables as plant parts (3-L.1)
    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)
    • Classify fruits and vegetables as plant parts (4-M.1)
    • Identify roles in food chains (4-Q.3)
    • How does matter move in food chains? (4-Q.4)
    • Interpret food webs (4-Q.5)
    • Classify fruits and vegetables as plant parts (5-L.1)
    • Identify roles in food chains (5-P.3)
    • How does matter move in food chains? (5-P.4)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)

  • d Explain how the food of most animals can be traced back to plants and how animals use food for energy and repair.

    • Identify roles in food chains (3-P.3)
    • How does matter move in food chains? (3-P.4)
    • Interpret food webs (3-P.5)
    • Body systems: digestion (4-L.5)
    • Identify roles in food chains (4-Q.3)
    • How does matter move in food chains? (4-Q.4)
    • Interpret food webs (4-Q.5)
    • Body systems: digestion (5-K.5)
    • Identify roles in food chains (5-P.3)
    • How does matter move in food chains? (5-P.4)
    • Interpret food webs I (5-P.5)
    • Interpret food webs II (5-P.6)

  • e Explain how organisms can affect the environment in different ways.

• E3 Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs.

  • a Give examples of organisms that consist of a single cell and organisms that are made of a collection of cells.

    • Describe, classify, and compare kingdoms (4-J.6)
    • Describe, classify, and compare kingdoms (5-I.5)

  • b Compare how needs of living things are met in single-celled and multi-celled organisms.

    • Describe, classify, and compare kingdoms (4-J.6)
    • Describe, classify, and compare kingdoms (5-I.5)

• E4 Students describe characteristics of organisms, and the reasons why organisms differ from or are similar to their parents.

  • a Name some likenesses between children and parents that are inherited, and some that are not.

    • What affects traits? Use observations to support a hypothesis (3-M.2)
    • Match offspring to parents using inherited traits (3-O.1)
    • Identify inherited and acquired traits (3-O.2)
    • Inherited and acquired traits: use evidence to support a statement (3-O.3)
    • Read a plant pedigree chart (3-O.4)
    • Read an animal pedigree chart (3-O.5)
    • What affects traits? Use observations to support a hypothesis (4-O.1)
    • Match offspring to parents using inherited traits (4-O.2)
    • Identify inherited and acquired traits (4-O.3)
    • Inherited and acquired traits: use evidence to support a statement (4-O.4)
    • Read a plant pedigree chart (4-O.5)
    • Read an animal pedigree chart (4-O.6)
    • Match offspring to parents using inherited traits (5-N.1)
    • Identify inherited and acquired traits (5-N.2)
    • Inherited and acquired traits: use evidence to support a statement (5-N.3)
    • Read a plant pedigree chart (5-N.4)
    • Read an animal pedigree chart (5-N.5)

  • b Explain that in order for offspring to look like their parents, information related to inherited likenesses must be handed from parents to offspring in a reliable manner.

• E5 Students describe the fossil evidence and present explanations that help us understand why there are differences among and between present and past organisms.

  • a Explain advantages and disadvantages gained when some individuals of the same kind are different in their characteristics and behavior.

    • Benefits of group behavior: leaf-cutter ants (3-K.7)

  • b Compare fossils to one another and to living organisms according to their similarities and differences.

    • Introduction to fossils (3-R.1)
    • Compare fossils to modern organisms (3-R.2)
    • Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)
    • Read a plant pedigree chart (4-O.5)
    • Read an animal pedigree chart (4-O.6)
    • Introduction to fossils (4-T.1)
    • Identify and classify fossils (4-T.2)
    • Compare fossils to modern organisms (4-T.3)
    • Compare ancient and modern organisms: use observations to support a hypothesis (4-T.4)
    • Interpret evidence from fossils in rock layers (4-T.5)
    • Introduction to fossils (5-S.1)
    • Identify and classify fossils (5-S.2)
    • Compare fossils to modern organisms (5-S.3)
    • Compare ancient and modern organisms: use observations to support a hypothesis (5-S.4)
    • Interpret evidence from fossils in rock layers (5-S.5)