|SC (4) || |
5. Describe the interdependence of plants and animals. Describing behaviors and body structures that help animals survive in particular habitats
behaviors—migration, hibernation, mimicry;
body structures—quills, fangs, stingers, webbed feet Describing life cycles of various animals to include incomplete and complete metamorphosis
Examples: damsel fly, mealworms Tracing the flow of energy through a food chain
Example: producer, first-level consumer, second-level consumer, and third-level consumer Identifying characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment
|SC (5) || |
9. Describe the relationship of populations within a habitat to various communities and ecosystems. Describing the relationship between food chains and food webs Describing symbiotic relationships
|TC2 (3-5) || |
8. Collect information from a variety of digital sources.
Examples: online libraries, multimedia dictionaries Using technology tools to organize information Demonstrating efficient Internet search strategies
Example: keyword search Evaluating electronic resources for reliability based on publication date, bias,
accuracy, and source credibility
|SC2015 (2) || |
7. Obtain information from literature and other media to illustrate that there
are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).
|SC2015 (3) || |
11. Construct an argument from evidence to explain the likelihood of an
organism's ability to survive when compared to the resources in a certain
habitat (e.g., freshwater organisms survive well, less well, or not at all in
saltwater; desert organisms survive well, less well, or not at all in
a. Construct explanations that forming groups helps some organisms survive.
b. Create models that illustrate how organisms and their habitats make up a
system in which the parts depend on each other.
c. Categorize resources in various habitats as basic materials (e.g.,
sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).
Primary Learning Objective(s):
Students will name and describe Earth's six major biomes, including characteristics pertaining to the plant and animal life of each biome.