The STANDARDS CORRELATION chart suggests which Texas Essential Knowledge and Skills for Science standards you can cover using PASSPORT TO ANTARCTICA in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO ANTARCTICA.
PASSPORT TO WEATHER AND CLIMATE
Elementary Standards: Kindergarten, Grade 1,
Grade 2, Grade 3,
Grade 4, Grade 5,
Middle School Standards: Grade 6, Grade 7,
Grade 8,
High School Standards: Biology,
Environmental Science
(K.1)
Scientific processes. The student participates in classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (K.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations using information; and
video (E)
communicate findings about simple investigations.
video (K.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and propose a solution.
video (K.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
identify and use senses as tools of observation; and
video (B)
make observations using tools including hand lenses, balances, cups, bowls, and
computers.
video (K.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
describe properties of objects and characteristics of organisms;
video (B)
observe and identify patterns including seasons, growth, and day and night and
predict what happens next; and
video (C)
recognize and copy patterns seen in charts and graphs.
video (K.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects into groups according to their parts and describe how
the groups are formed;
video (B)
record observations about parts of plants including leaves, roots, stems, and
flowers;
video (C)
record observations about parts of animals including wings, feet, heads, and tails;
video (D)
identify parts that, when separated from the whole, may result in the part or the
whole not working, such as cars without wheels and plants without roots; and
video (E)
manipulate parts of objects such as toys, vehicles, or construction sets that, when
put together, can do things they cannot do by themselves.
video (K.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, describe, and record changes in size, mass, color, position, quantity,
time, temperature, sound, and movement;
video (B)
identify that heat causes change, such as ice melting or the Sun warming the air
and compare objects according to temperature;
video (D)
observe and record stages in the life cycle of organisms in their natural
environment.
video (K.8)
Scientific concepts. The student knows the difference between living
organisms and nonliving objects.
(A)
identify a particular organism or object as living or nonliving; and
video (B)
group organisms and objects as living or nonliving.
video (K.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify basic needs of living organisms;
video (B)
give examples of how living organisms depend on each other; and
video (K.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, and water.
(A)
observe and describe properties of rocks, soil, and water; and
video (B)
give examples of ways that rocks, soil, and water are useful.
video (1.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (1.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations and draw conclusions; and
video (E)
communicate explanations about investigations.
video (1.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (1.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including hand lenses, clocks, computers,
thermometers, and balances;
video (B)
record and compare collected information; and
video (C)
measure organisms and objects and parts of organisms and objects, using
non-standard units such as paper clips, hands, and pencils.
video (1.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
sort objects and events based on properties and patterns; and
video (B)
identify, predict, and create patterns including those seen in charts, graphs, and
numbers.
video (1.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects according to their parts and characteristics;
video (B)
observe and describe the parts of plants and animals;
video (C)
manipulate objects such as toys, vehicles, or construction sets so that the parts
are separated from the whole which may result in the part or the whole not working; and
video (D)
identify parts that, when put together, can do things they cannot do by themselves,
such as a working camera with film, a car moving with a motor, and an airplane flying with
fuel.
video (1.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, and record changes in size, mass, color, position, quantity,
sound, and movement;
video (B)
identify and test ways that heat may cause change such as when ice melts;
video (D)
observe and record changes in the life cycle of organisms.
video (1.8)
Scientific concepts. The student distinguishes between living organisms and
nonliving objects. video (A)
group living organisms and nonliving objects; and
video (B)
compare living organisms and nonliving objects.
video (1.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify characteristics of living organisms that allow their basic needs to be
met; and
video (B)
compare and give examples of the ways living organisms depend on each other for
their basic needs.
video (2.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and dispose of materials.
video (2.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
compare results of investigations with what students and scientists know about the
world;
video (D)
gather information using simple equipment and tools to extend the senses;
video (E)
construct reasonable explanations and draw conclusions using information and prior
knowledge; and
video (F)
communicate explanations about investigations.
video (2.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (2.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including rulers, meter sticks, measuring cups,
clocks, hand lenses, computers, thermometers, and balances; and
video (B)
measure and compare organisms and objects and parts of organisms and objects, using
standard and non-standard units.
video (2.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
classify and sequence organisms, objects, and events based on properties and
patterns; and
video (B)
identify, predict, replicate, and create patterns including those seen in charts,
graphs, and numbers.
video (2.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
manipulate, predict, and identify parts that, when separated from the whole, may
result in the part or the whole not working, such as flashlights without batteries and
plants without leaves;
video (B)
manipulate, predict, and identify parts that, when put together, can do things they
cannot do by themselves, such as a guitar and guitar strings;
video (C)
observe and record the functions of plant parts; and
video (D)
observe and record the functions of animal parts.
video (2.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, record, analyze, predict, and illustrate changes in size, mass,
temperature, color, position, quantity, sound, and movement;
video (B)
identify, predict, and test uses of heat to cause change such as melting and
evaporation;
video (D)
observe, measure, and record changes in weather, the night sky, and seasons.
video (2.8)
Scientific concepts. The student distinguishes between living organisms and
nonliving objects.
(A)
identify characteristics of living organisms; and
video (B)
identify characteristics of nonliving objects.
video (2.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify the external characteristics of different kinds of plants and animals that
allow their needs to be met; and
video (B)
compare and give examples of the ways living organisms depend on each other and on
their environments.
video (2.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, water, and gases of the atmosphere.
(B)
identify uses of natural resources.
video (3.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (3.2)
Scientific processes.The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine and evaluate
information.
video (3.3)
Scientific processes. The student knows that information, critical
thinking, and scientific problem solving are used in making decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 3 science concepts with the history of science and contributions of
scientists.
video (3.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses,
meter sticks, rulers, balances, magnets, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (3.5)
Scientific concepts. The student knows that systems exist in the world.
(A)
observe and identify simple systems such as a sprouted seed and a wooden toy car;
and
video (B)
observe a simple system and describe the role of various parts such as a
yo-yo and string.
video (3.8)
Scientific concepts. The student knows that living organisms need food,
water, light, air, a way to dispose of waste, and an environment in which to live.
(A)
observe and describe the habitats of organisms within an ecosystem;
video (B)
observe and identify organisms with similar needs that compete with one another for
resources such as oxygen, water, food, or space;
video (C)
describe environmental changes in which some organisms would thrive, become ill, or
perish; and
video (D)
describe how living organisms modify their physical environment to meet their needs
such as beavers building a dam or humans building a home.
video (3.9)
Scientific concepts. The student knows that species have different
adaptations that help them survive and reproduce in their environment.
(A)
observe and identify characteristics among species that allow each to survive and
reproduce; and
video (B)
analyze how adaptive characteristics help individuals within a species to survive
and reproduce.
video (4.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (4.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.
video (4.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 4 science concepts with the history of science and contributions of
scientists.
video (4.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, safety goggles,
microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter
sticks, timing devices, balances, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (4.5)
Scientific concepts. The student knows that complex systems may not work if
some parts are removed.
(A)
identify and describe the roles of some organisms in living systems such as plants
in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and
video (B)
predict and draw conclusions about what happens when part of a system is removed.
video (4.6)
Scientific concepts. The student knows that change can create recognizable
patterns.
(A)
identify patterns of change such as in weather, metamorphosis, and objects in the
sky;
video (B)
illustrate that certain characteristics of an object can remain constant even when
the object is rotated like a spinning top, translated like a skater moving in a straight
line, or reflected on a smooth surface; and
video (C)
use reflections to verify that a natural object has symmetry.
video (4.8)
Scientific concepts. The student knows that adaptations may increase the
survival of members of a species.
(A)
identify characteristics that allow members within a species to survive and
reproduce;
video (B)
compare adaptive characteristics of various species; and
video (C)
identify the kinds of species that lived in the past and compare them to existing
species.
video (5.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (5.2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement descriptive and simple experimental investigations including
asking well-defined questions, formulating testable hypotheses, and selecting and using
equipment and technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts using tools including computers
to organize, examine, and evaluate information.
video (5.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 5 science concepts with the history of science and contributions of
scientists.
video (5.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses,
balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety
goggles; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (5.5)
Scientific concepts. The student knows that a system is a collection of
cycles, structures, and processes that interact.
(A)
describe some cycles, structures, and processes that are found in a simple system;
and
video (B)
describe some interactions that occur in a simple system.
video (5.6)
Scientific concepts. The student knows that some change occurs in cycles.
(A)
identify events and describe changes that occur on a regular basis such as in
daily, weekly, lunar, and seasonal cycles;
video (B)
identify the significance of the water, carbon, and nitrogen cycles; and
video (C)
describe and compare life cycles of plants and animals.
video (5.9)
Scientific concepts. The student knows that adaptations may increase the
survival of members of a species.
(A)
compare the adaptive characteristics of species that improve their ability to
survive and reproduce in an ecosystem;
video (B)
analyze and describe adaptive characteristics that result in an organism's unique
niche in an ecosystem; and
video (C)
predict some adaptive characteristics required for survival and reproduction by an
organism in an ecosystem.
video (6.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (6.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (6.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 6 science concepts with the history of science and contributions of
scientists.
video (6.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, analyze, and record information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot
plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes,
telescopes, thermometers, calculators, field equipment, compasses, computers, and computer
probes; and
video (B)
identify patterns in collected information using percent, average, range, and
frequency.
video (6.5)
Scientific concepts. The student knows that systems may combine with other
systems to form a larger system.
(A)
identify and describe a system that results from the combination of two or more
systems such as in the solar system; and
video (B)
describe how the properties of a system are different from the properties of its
parts.
video (6.8)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(A)
define matter and energy;
video (B)
explain and illustrate the interactions between matter and energy in the water
cycle and in the decay of biomass such as in a compost bin; and
video (C)
describe energy flow in living systems including food chains and food webs.
video (6.12)
Scientific concepts. The student knows that the responses of organisms are
caused by internal or external stimuli.
(A)
identify responses in organisms to internal stimuli such as hunger or thirst;
video (B)
identify responses in organisms to external stimuli such as the presence or absence
of heat or light; and
video (C)
identify components of an ecosystem to which organisms may respond.
video (7.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (7.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, make inferences, and predict trends from direct and indirect
evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (7.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 7 science concepts with the history of science and contributions of
scientists.
video (7.4)
Scientific processes. The student knows how to use tools and methods to
conduct science inquiry.
(A)
collect, analyze, and record information to explain a phenomenon using tools
including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring
scales, balances, microscopes, telescopes, thermometers, calculators, field equipment,
computers, computer probes, timing devices, magnets, and compasses; and
video (B)
collect and analyze information to recognize patterns such as rates of change.
video (7.5)
Scientific concepts. The student knows that an equilibrium of a system may
change.
(A)
describe how systems may reach an equilibrium such as when a volcano erupts; and
video (B)
observe and describe the role of ecological succession in maintaining an
equilibrium in an ecosystem.
video (7.6)
Scientific concepts. The student knows that there is a relationship between
force and motion.
(A)
demonstrate basic relationships between force and motion using simple machines
including pulleys and levers;
video (7.11)
Scientific concepts. The student knows that the responses of organisms are
caused by internal or external stimuli.
(A)
analyze changes in organisms such as a fever or vomiting that may result from
internal stimuli; and
video (B)
identify responses in organisms to external stimuli found in the environment such
as the presence or absence of light.
video (7.12)
Scientific concepts. The student knows that there is a relationship between
organisms and the environment.
(A)
identify components of an ecosystem;
video (B)
observe and describe how organisms including producers, consumers, and decomposers
live together in an environment and use existing resources;
video (C)
describe how different environments support different varieties of organisms; and
video (D)
observe and describe the role of ecological succession in ecosystems.
video (7.13)
Scientific concepts. The student knows components of our solar system.
(A)
identify and illustrate how the tilt of the Earth on its axis as it rotates and
revolves around the Sun causes changes in seasons and the length of a day; and
video (7.14)
Scientific concepts. The student knows that natural events and human
activity can alter Earth systems.
(C)
make inferences and draw conclusions about effects of human activity on Earth's
renewable, non-renewable, and inexhaustible resources.
video (8.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (8.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from direct and
indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (8.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 8 science concepts with the history of science and contributions of
scientists.
video (8.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, record, and analyze information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting
equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes,
thermometers, calculators, field equipment, computers, computer probes, water test kits,
and timing devices; and
video (B)
extrapolate from collected information to make predictions.
video (8.5)
Scientific concepts. The student knows that relationships exist between
science and technology.
(A)
identify a design problem and propose a solution;
video (B)
design and test a model to solve the problem; and
video (C)
evaluate the model and make recommendations for improving the model.
video (8.6)
Scientific concepts. The student knows that interdependence occurs among
living systems.
(C)
describe interactions within ecosystems.
video (8.11)
Scientific concepts. The student knows that traits of species can change
through generations and that the instructions for traits are contained in the genetic
material of the organisms.
(A)
identify that change in environmental conditions can affect the survival of
individuals and of species;
video (8.14)
Scientific concepts. The student knows that natural events and human
activities can alter Earth systems.
(A)
predict land features resulting from gradual changes such as mountain building,
beach erosion, land subsidence, and continental drift;
video (B)
analyze how natural or human events may have contributed to the extinction of some
species; and
video (C)
describe how human activities have modified soil, water, and air quality.
video (12)
Scientific concepts. The student knows that interdependence and interactions
occur within an ecosystem.
(A)
analyze the flow of energy through various cycles including the carbon, oxygen,
nitrogen, and water cycles;
video (B)
interpret interactions among organisms exhibiting predation, parasitism,
commensalism, and mutualism;
video (C)
compare variations, tolerances, and adaptations of plants and animals in different
biomes;
video (D)
identify and illustrate that long-term survival of species is dependent on a
resource base that may be limited; and
video (E)
investigate and explain the interactions in an ecosystem including food chains,
food webs, and food pyramids.
video (13)
Scientific concepts. The student knows the significance of plants in the
environment.
(A)
evaluate the significance of structural and physiological adaptations of plants to
their environments; and
video (B)
survey and identify methods of reproduction, growth, and development of various
types of plants.
video (1)
Scientific processes. The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
video (B)
collect data and make measurements with precision;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from data; and
video (D)
communicate valid conclusions.
video (3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
make responsible choices in selecting everyday products and services using
scientific information;
video (C)
evaluate the impact of research on scientific thought, society, and the
environment;
video (D)
describe the connection between environmental science and future careers; and
video (E)
research and describe the history of environmental science and contributions of
scientists.
video (4)
Scientific concepts. The student knows the relationships of biotic and abiotic
factors within habitats, ecosystems, and biomes.
(A)
identify indigenous plants and animals, assess their role within an ecosystem, and
compare them to plants and animals in other ecosystems and biomes;
video (B)
make observations and compile data about fluctuations in abiotic cycles and
evaluate the effects of abiotic factors on local ecosystems and biomes;
video (C)
evaluate the impact of human activity such as methods of pest control, hydroponics,
organic gardening, or farming on ecosystems;
video (D)
predict how the introduction, removal, or reintroduction of an organism may alter
the food chain and affect existing populations; and
video (E)
predict changes that may occur in an ecosystem if biodiversity is increased or
reduced.
video (5)
Scientific concepts. The student knows the interrelationships among the
resources within the local environmental system.
(A)
summarize methods of land use and management;
video (B)
identify source, use, quality, and conservation of water;
video (C)
document the use and conservation of both renewable and non-renewable resources;
video (D)
identify renewable and non-renewable resources that must come from outside an
ecosystem such as food, water, lumber, and energy;
video (E)
analyze and evaluate the economic significance and interdependence of components of
the environmental system; and
video (F)
evaluate the impact of human activity and technology on land fertility and aquatic
viability.
video (6)
Scientific concepts. The student knows the sources and flow of energy through
an environmental system.
(A)
summarize forms and sources of energy;
video (B)
explain the flow of energy in an ecosystem;
video (C)
investigate and explain the effects of energy transformations within an ecosystem;
and
video (D)
investigate and identify energy interactions in an ecosystem.
video (7)
Scientific concepts. The student knows the relationship between carrying
capacity and changes in populations and ecosystems.
(A)
relate carrying capacity to population dynamics;
video (B)
calculate exponential growth of populations;
video (C)
evaluate the depletion of non-renewable resources and propose alternatives; and
video (D)
analyze and make predictions about the impact on populations of geographic locales,
natural events, diseases, and birth and death rates.
video (8)
Scientific concepts. The student knows that environments change.
(A)
analyze and describe the effects on environments of events such as fires,
hurricanes, deforestation, mining, population growth, and municipal development;
video (B)
explain how regional changes in the environment may have a global effect;
video (C)
describe how communities have restored an ecosystem; and
video (D)
examine and describe a habitat restoration or protection program.
video © 2000 Passport to Knowledge. All Rights Reserved.Kindergarten
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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Grade 1
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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hands-on
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Grade 2
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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Grade 3
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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Grade 4
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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Grade 5
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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Grade 6
The student is expected to:
hands-on
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hands-on
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The student is expected to:
hands-on
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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hands-on
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hands-on
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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The student is expected to:
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hands-on
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The student is expected to:
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Grade 7
The student is expected to:
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The student is expected to:
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The student is expected to:
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hands-on
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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hands-on
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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The student is expected to:
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Grade 8
The student is expected to:
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The student is expected to:
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The student is expected to:
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hands-on
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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High School
Biology
The student is expected to:
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The student is expected to:
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Environmental Systems:
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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hands-on
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hands-on
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The student is expected to:
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hands-on
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The student is expected to:
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The student is expected to:
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hands-on
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hands-on
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hands-on
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