CCSD SCIENCE STANDARDS AND BENCHMARKS 2011-2012 II. LIFE SCIENCE: Students know and understand the characteristic, structure, and function of organisms and their systems, the processes of life, and how organisms interact with each other and their Benchmark 1: Knows that organisms differ in structure and function as determined by the requirements for living. Objectives: Grade: 12-9 Grade: 8 Grade: 7 Grade: 6 Grade: 5 1. Compare prokaryotic and eukaryotic cell structures and processes then apply that information to classify organisms. 2. Differentiate among the structure, function, and chemical processes (the role enzymes play in controlling cell metabolism; cellular respiration). 3. Explain how the processes of passive and active transport occur and why they are important to cells. 4. Compare and contrast the cell cycles of body cells and sex cells. 1. N/A 1. Compare and contrast the structure and function of the major organelles in plant and animal cells at the microscopic level. 2. N/A 2. Describe the chemical structure of key components of photosynthesis and respiration. 3. N/A 3. Describe the structure and function of osmosis, diffusion, and active transport. 4. N/A 4. Describe the structure, function, and sequence of meiosis and mitosis. 1. N/A 1. N/A 2. N/A 2. Explain the photosynthesis process and equation in words. [Carbon dioxide + water + light energy (sun) yields sugar (glucose) + oxygen] 3. N/A 3. N/A 4. N/A 4. N/A
5. Compare and contrast relationships between living organisms using the modern classification system of three domains and six kingdoms. 6. Explain how structure, function, and behavior of plants and animals affect their ability to survive. 7. Analyze the broad patterns of animal behavior as adaptations to the 5. N/A 5. Classify organisms using their identifying characteristics into major kingdoms using modern classification 5. Using identifying characteristics to classify organisms as vertebrates and invertebrates, gymnosperm and angiosperm. 5. N/A 6. N/A 6. N/A 6. N/A 6. N/A 7. N/A 7. N/A 7. N/A 7. N/A Benchmark 1: Knows that organisms differ in structure and function as determined by the requirements for living. Grade: 4 Grade: 3 Grade: 2 Grade: 1 Grade: K 1. Differentiate between the structure of a plant cell and the structure of an animal cell. 1. Knows that the cell is the building block of life. 2. N/A 2. N/A 2. Describe seasonal color changes in leaves (chlorophyll). 1. N/A 1. N/A 1. N/A 2. N/A 2. N/A 3-4. N/A 3-4. N/A 3-4. N/A 3-4. N/A 3-4. N/A 5. Classify objects according to whether they are plant, animal (vertebrate/invertebrate), other, or nonliving. 5. N/A 5. Classify leaves by their shape and vein patterns (simple, compound, parallel veins, etc). 5. Distinguish between invertebrates (arthropods) and vertebrates (birds, fish, mammals, reptiles, amphibians). 6. Explain the structure of invertebrates and vertebrates that affect their ability to survive. 6. Identify a seed and its parts [i.e. seed coat, embryo (seedling), endosperm (stored food)]. 6a. Compare and contrast plants with stems, seeds, leaves and roots to simple plants that don t have stems, leaves, seeds, and roots. 6. Explain different methods of seed dispersal. 6a. Explain how roots and leaves transport food and H 2 0 to plants. 6. Describe what plants must have to survive (sun, water, air, seeds) 6b. Describe the connection between mimicry, coloration, and survival among insects. 5. Classify objects as living and non-living. 5a. Identify the basic external structures of a butterfly (insect). 6. Identify the physical structures of plants that help them survive (flowers, roots, stems, leaves, seeds). 6c. Arrange the steps in the life cycle of a butterfly in the proper sequence.
6b. Explain how specific body structures in animals help them survive (arctic fur/fat, desert scales/skin). 6c. List the steps in the life cycle of a frog in a proper sequence. (egg, tadpole, adult) 7. N/A 7. N/A 7. N/A 7. N/A 7. N/A Benchmark 2: Knows that the human body is composed of specialized cells which are grouped together to form tissues which are in turn grouped together to form organs and interacting organ systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and protection from disease. Objectives: Grade: 12-9 Grade: 8 Grade: 7 Grade: 6 Grade: 5 1. Describe the structure/function of the organs in each of the systems in a living organism. 1. Describe the structure/ function of the organs in the nervous, reproductive, endocrine and excretory systems and their relationship to each other and common breakdowns that can occur, causing disease. A.) Discuss the role of the brain in regulating hormones which affect the human body. B.) Identify the parts of a neuron and trace the path of a nerve impulse as it moves through the neuron and then onto the brain. C.) Describe the function of sensory receptors and 1.Differentiate between the four tissue types of the human body and, describe the structure/function of the organs of the integumentary (skin), skeletal and muscular systems, and their relationship to each other and common breakdowns that can cause diseases A.) Differentiate between the kinds of cells found in the four tissue types of the human body in terms of structure and function. B.) Describe the structures and functions of the integumentay C.) Classify bones into 1. Describe the structure/ function of the organs of the circulatory, respiratory, and Digestive systems and their relationship to each other, and common breakdowns that can occur causing diseases. A.) Identify the parts of the heart and the role each part plays in the flow of blood through the heart. B.) Trace the flow of blood though the heart and body. C.) Describe the role of the alveoli in the movement of oxygen and carbon dioxide into and out of the circulatory D.) Identify and 1. N/A
stimuli which each detects. D.) Describe the steps in the process of the fertilization and development of the zygote, embryo, and fetus. E.) Identify the organs of the male and female reproductive F.) Identify the organs of the excretory system and their function in removing metabolic wastes from the body. G.) Develop and present a project which illustrates how the organs in each of the major systems of the human body can work together to sustain human life. 4 major groups by their structure and function. D.) Identify the additional functions (beyond movement and support) of the skeletal E.) Identify at least twenty-five bones using accepted medical terms. F.) Diagram and describe the functions of a typical bone at the microscopic level, labeling its parts. G.) Compare and contrast the position and function of connective tissue, (tendons, ligaments and cartilage) found in a typical human articulation. H.) Describe and differentiate between each of the 5 types of articulations I.) Compare and contrast the three types of muscle tissues. (i.e. smooth, skeletal, and cardiac). J.) Identify at least fifteen skeletal muscles and the movement they allow. K.) Describe the way describe the organs of the respiratory E.) Discuss the relationship between the circulatory system and the respiratory F.) Predict the impact of external and internal factors (smoking, health conditions, physical activity) on the respiratory G.) Identify the organs of the digestion carbohydrates, lipids, and proteins. H.) Describe the relationship between mechanical and chemical digestion.
muscles work in pairs to produce movement. L.) Construct a model which illustrates how bones and muscles work together as a simple machine. Benchmark 2: Knows that the human body is composed of specialized cells which are grouped together to form tissues which are in turn grouped together to form organs and interacting organ systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and protection from disease. Grade: 4 Grade: 3 Grade: 2 Grade: 1 Grade: K 1. Describe the structure/ function of the organs of the skeletal (skull, vertebrae, ribs, humerus, femur, shin, phalanges) and muscular systems and their relationship to each other. 1a. Describe the structure/ function of the organs of the circulatory (heart,) and respiratory systems (nose, mouth, trachea, lungs, diaphragm) and their relationships to each other. 1. N/A 1. Identify and label the following body systems (nervous, skeletal, muscular, circulatory, respiratory, digestive) and the main function of each 1a. Describe heart rate (i.e., pulse at rest during activity, and after activity) 1. Connect stimuli to the sense organs (i.e., bellear, odor-nose, hot-skin, bitter-tongue, and coloreye) 1. Identify external body parts (i.e., arms, legs, trunk, shoulders, elbows, wrists, waist, hip, knees, ankles, feet, hand, neck, chest, and stomach) 1b. Recognize the five senses and the sense organs with which they are associated. 1b. Describe the structure/ function of the organs in the nervous (brain, spinal cord, nerves, sense organs) and its relationship with other systems. 1c. Describe the structure/function of the organs of the digestive
systems (mouth, esophagus, stomach, small intestine, and large intestine) and the process of the absorption of nutrients from the digestive system into the circulatory Benchmark 3: Knows that organisms develop according to genetic information received from their parents. Objectives: Grade: 12-9 Grade: 8 Grade: 7 Grade: 6 Grade: 5 1. Describe the chemical structure of DNA and the role of that structure in protein synthesis, the cell cycle, mutations, genetic information, and the development of the individual. 2. Predict probability outcomes of genetic crosses (Mendelian principles, multiple alleles, co-dominance, incomplete dominance, and sex-linked traits) 3. Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species. 4. Describe the applications of genome research, including diagnosis and prevention 1. N/A 1. Compare and contrast the hereditary roles of genes, chromosomes, and genetic traits; distinguish between dominant and recessive, genotypes, and phenotypes. 2. N/A 2. Predict the results of a monohybrid genetic cross using a Punnett square. 3. N/A 3. Discuss and debate the pros and cons of genetically altered products, and the implications of cloning organisms. 4. N/A 4. Describe how a genetic trait can be either helpful or harmful to an organism. 1. N/A 1. Explain why a fertilized egg may be described as a single cell that contains all the genetic information needed to develop into a new organism. (dominant and recessive genes) 2. N/A 2. N/A 3. N/A 3. N/A 4. N/A 4. N/A
of disease, genetic engineering and gene therapy. 5. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. 5. N/A 5. N/A 5. N/A 5. N/A Benchmark 3: Knows that organisms develop according to genetic information received from their parents. Grade: 4 Grade: 3 Grade: 2 Grade: 1 Grade: K 1. N/A 1. N/A 1. N/A 1. N/A 1. N/A 2. N/A 2. N/A 2. N/A 2. N/A 2. N/A 3. N/A 3. Describe plant growth 3. N/A 3. N/A 3. N/A over time explaining how a seed is a cell that contains the information required to make a new plant with similar traits and describe the growth of plant structures (leaves, stem length, distance between nodes). 4. N/A 4. N/A 4. N/A 4. N/A 4. N/A 5. Trace and describe the physical development of an adult (dominant and recessive genes; physical traits). 5. N/A 5. List some observable personal physical traits and specify the parent who shares those traits. 5. Compare and contrast family members physical inherited traits. 5a. Describe growth changes from birth to first grade. 5. Compare and contrast physical traits that people have. 5a. Describe growth changes which kindergarten students experience during the school year. Benchmark 4: Knows that organisms have different environmental needs that determine how they interact with each other, with other organisms and with their surroundings. Objectives: Grade: 12-9 Grade: 8 Grade: 7 Grade: 6 Grade: 5
1. Compare how matter and energy flow through the different levels of organization in living systems and between living systems and their environments. 2. Analyze how abiotic and biotic cycles impact growth, abundance, and distribution of populations. 3. Analyze how ecosystems change over time. 1. Diagram the flow of energy through a food chain; distinguish between producers, consumers, decomposers, and the role each plays. 2. Evaluate an ecosystem, describe the role cycles play, and describe the major living and non-living factors including the relationships in a food web. 3. Describe the stages of biological succession from pioneer to climax community. 1. N/A 1. N/A 1. Diagram the flow of energy through a food chain (producers and consumers). 2. N/A 2. N/A 2. Compare and contrast the abiotic and biotic parts of an ecosystem (living and nonliving). 3. N/A 3. N/A 3. N/A 4. Analyze how human activities may cause or have caused changes in ecosystems. 5. Evaluate how biological influences, such as natural selection, have affected the evolution of species over time. 6. Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species. 7. Explain that through evolution, the Earth's present species developed from earlier distinctly different species. 4. Recognize things individuals can do to have a positive impact on their surroundings. 5. Students model how natural selection leads to changes in a species over time. 4. Recognize things individuals can do to have a positive impact on their surroundings, comparing and contrasting between uses of renewable and nonrenewable energy sources. 4. Recognize things individuals can do to have a positive impact on their surroundings. 5. N/A 5. N/A 5. N/A 6. N/A 6. N/A 6. N/A 6. N/A 7. N/A 7. N/A 7. N/A 7. N/A 4. Recognize positive actions that people can take to reduce global warming and reduce carbon-dioxide emissions.
8. Describe the historical origin of important scientific developments (such as the big bang, plate tectonics, genetics, atomic theory, etc.) showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques. 8. N/A 8. N/A 8. N/A 8. N/A Benchmark 4: Knows that organisms have different environmental needs that determine how they interact with each other, with other organisms and with their surroundings. Grade: 4 Grade: 3 Grade: 2 Grade: 1 Grade: K 1. N/A 1. List examples of predator-prey and producer-consumer relationships. 2. N/A 2. Describe how populations compete for food and water to survive. 1. Compare and contrast the food and water for producers and consumers (herbivores, carnivores, and omnivores) 2. Describe how populations compete for food and water (adaptations of animals). 1. Recognize that all organisms (animals and plants) need food and water for growth. 2. N/A 2. N/A 3. N/A 3. N/A 3. N/A 3. N/A 3. N/A 1. Recognize that all organisms (animals and plants) need food and water to survive.
4. Recognize different ways to conserve water, electricity, and natural resources to have a positive impact on the 4. Recognize how planting trees can make a positive impact on the 4. Recognize how recycling, reusing, and reducing can have a positive impact on the 4. Recognize different ways to reuse and recycle items to help make a positive impact on the 4. Recognize how picking up litter can have a positive impact on the 4. 8. N/A 4. 8. N/A 4. 8. N/A 4. 8. N/A 4. 8. N/A