Oklahoma Priority Academic Student Skills

The STANDARDS CORRELATION chart suggests which Oklahoma Priority Academic Student Skills you can cover using PASSPORT TO THE RAINFOREST 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 THE RAINFOREST.

For additional Oklahoma Priority Academic Student Skills you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Grades 1-3,   Grades 4-5,   Grades 6-8,   Grades 9-12

Early Elementary Grades 1 - 3

Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry

I. Observing and Measuring

 

The student will:

 

A. Make descriptive and numerical observations of the world.

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B. Use developmentally appropriate Systems International (SI) units (meters and degrees Celsius) to measure objects, organisms, or events.

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C. Identify similar or different characteristics in a given set of simple objects, familiar organisms, or observable events.

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II. Classifying

 

The student will:

 

A. Identify properties (e.g., size, shape, color, and texture) by which a set of simple objects, familiar organisms, or observable events could be grouped.

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B. Use observable properties to classify a set of simple objects, familiar organisms or observable events.

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C. Select a serial order for each property within a set of simple objects, familiar organisms, or observable events.

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III. Experimenting

 

The student will:

 

*A. Ask a question about objects, organisms, or events.

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*B. Plan and conduct a simple investigation.

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*C. Use simple equipment and tools to gather data.

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IV. Interpreting

 

The student will:

 

A. Record and report data using charts.

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B. Interpret pictorial and simple bar graphs.

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C. Recognize and describe patterns, then make predictions based on patterns.

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V. Communicating

 

The student will:

 

*A. Create a pictograph or simple bar graph from collected data.

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B. Communicate the results of the investigation and give explanations.

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VI. Safety in the Science Classroom

 

The student will:

 

A. Recognize potential hazards within a science activity.

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B. Practice safety procedures in all science activities.

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VII. Inquiry

 

The student will:

 

A. Use different types of investigations, such as describing simple objects, observable events, and familiar organisms, and classifying them.

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*B. Use simple tools, such as magnifiers, thermometers, and rulers, to gather more information than can be obtained by using only the senses.

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Elementary Life Science
The student will engage in investigations that lead to the discovery of the following concepts:

XI. Characteristics and Basic Needs of Organisms

 

The student will:

 

A. Plants and animals need to take in air, water, and food. In addition, plants need light.

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B. Plants and animals have features (e.g., breathing structures, limbs, skin covering, seed dispersal, roots, stems, and leaves) that help them live in environments such as air, water, or land.

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C. Each plant or animal has different structures that serve different functions in growth and survival (e.g., the way it moves, type of food it needs, and where it lives).

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D. Scientists use the five senses and tools (e.g., magnifiers and rulers) to gather information, such as size and shape about living things.

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XII. Life Cycles of Organisms

 

The student will:

 

A. Plants and animals have life cycles that include developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

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B. Generally, offspring resemble their parents.

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XIII. Organisms and Environments

 

The student will:

 

A. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

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B. Hibernation, migration, and camouflage are ways organisms increase their survival.

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C. Plant and animal materials decay and are reused in the environment.

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Upper Elementary Grades 4 - 5

Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry

I. Observing and Measuring

 

The student will:

 

A. Make descriptive (qualitative) or numerical (quantitative) observations in a given set of objects, organisms, or events.

video
hands-on
online

B. Use Systems International (SI) units (grams, meters, liters and degrees Celsius) to measure objects, organisms, or events.

video
hands-on
online

C. Identify similar or different characteristics (i.e., color, shape, size, texture) in a given set of objects, organisms, or events.

video
hands-on
online

II. Classifying

 

The student will:

 

A. Identify and use observable properties to order or classify a set of objects, organisms, or events.

video
hands-on
online

B. Select a serial order for each property within a set of objects, organisms, or events.

video
hands-on
online

III. Experimenting

 

The student will:

 

*A. Ask questions about the world and formulate an orderly plan to investigate a question.

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hands-on
online

B. Arrange the steps of a scientific problem in logical order.

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hands-on
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*C. Design and conduct a scientific investigation.

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hands-on
online

IV. Interpreting

 

The student will:

 

*A. Report data using charts, tables, and graphs.

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B. Interpret line, bar, and simple circle graphs.

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C. Use data to construct a reasonable explanation.

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D. Develop descriptions, explanations, and predictions based on evidence.

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V. Communicating

 

The student will:

 

*A. Create a chart or a line, bar, or simple circle graph.

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online

B. Communicate the results of investigations and give explanations based on data.

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hands-on
online

VI. Safety in the Science Classroom

 

The student will:

 

A. Recognize potential hazards within a science activity.

video
hands-on
online

B. Practice safety procedures in all science activities.

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hands-on
online

VII. Inquiry

 

The student will:

 

*A. Use different ways to investigate questions and evaluate the fairness of the test.

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*B. Use a variety of measurement tools and technology.

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*C. Formulate a general statement to represent the data.

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*D. Share results of an investigation in sufficient detail so that data may be combined with data from other students and analyzed further.

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Elementary Life Science
The student will engage in investigations that lead to the discovery of the following concepts:

XI. Characteristics and Basic Needs of Organisms

 

The student will:

 

A. Plants and animals have different structures that enable them to function in their environment (e.g., feathers for flight or cactus needles for water conservation and protection).

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B. Living organisms can be classified using various characteristics (e.g., habitats, anatomy, behaviors, and other features).

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C. Fossils can be compared to one another and to living organisms according to their similarities and differences.

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XII. Life Cycles of Organisms

 

The student will:

 

A. Plants and animals have different life spans (e.g., insects, humans, and trees).

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B. Many characteristics of an organism, such as the color of flowers or the number of limbs on an animal, are inherited from the parents of the organisms.

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C. Some characteristics of an organism are learned through interactions with the environment, such as learning to ride a bicycle or teaching a dog a trick.

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XIII. Organisms and Environments

 

The student will:

 

A. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.

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B. Changes in environmental conditions can affect the survival of individual organisms and/or entire species.

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C. Organisms in a community depend on each other for food, shelter, and reproduction.

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D. Human interactions, such as building, pollution, and clearing the land impact the environment.

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Middle School Grades 6 - 8

Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry

I. Observing and Measuring

 

The student will:

 

A. Identify similar or different characteristics of the living and nonliving world.

video
hands-on
online

B. Select descriptive ( qualitative) or numerical (quantitative) observations in a given set of objects, organisms, or events.

video
hands-on
online

C. Identify qualitative and quantitative changes given conditions (e.g., temperature, mass, volume) before, during, and after an event.

video
hands-on
online

D. Use Systems International (SI) units (grams, meters, liters, and degrees Celsius) to measure objects, organisms, or events.

video
hands-on
online

II. Classifying

 

The student will:

 

A. Use observable properties to classify a set of objects, organisms, or events (e.g., living, nonliving, odor, size, texture, shape).

video
hands-on
online

B. Identify properties by which a set of objects, organisms, or events could be ordered.

video
hands-on
online

C. Place an object, organism, or event into a classification system.

video
hands-on
online

III. Experimenting

 

The student will:

 

*A. Ask questions about the world and design investigations that lead to scientific inquiry.

video
hands-on
online

B. Arrange the steps of a scientific problem in logical order.

video
hands-on
online

C. Identify a simple variable and/or control in an experimental set-up.

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online

D. Identify a testable hypothesis for an experiment.

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*E. Design and conduct experiments.

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IV. Interpreting

 

The student will:

 

A. Report data in an appropriate method when given an experimental procedure or information.

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hands-on
online

B. Interpret line, bar, and circle graphs.

video
hands-on
online

C. Recognize and describe patterns.

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hands-on
online

D. Select the most logical conclusion for given experimental data.

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hands-on
online

E. Accept or reject hypotheses when given results of an investigation.

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online

V. Communicating

 

The student will:

 

A. Communicate scientific procedures and explanations.

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online

*B. Create a graph or chart from collected data.

video
hands-on
online

VI. Safety in the Science Classroom

 

The student will:

 

A. Recognize potential hazards within a science activity.

video
hands-on
online

B. Practice safety procedures in all science activities.

video
hands-on
online

VII. Inquiry

 

The student will:

 

*A. Use systematic observations, make accurate measurements, and identify and control variables.

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hands-on
online

*B. Use technology to gather data and analyze results of investigations.

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*C. Review data, summarize data, and form logical conclusions.

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*D. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative explanations.

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Middle School Life Science
The student will engage in investigations that lead to the discovery of the following concepts:

XI. Structure and Function in Living Systems

 

The student will:

 

A. Cells are the fundamental unit of life.

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B. Living systems are organized by levels of complexity, i.e., cells, tissues, organs, and/or systems.

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C. Specialized structures perform specific functions at all levels of complexity.

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XII. Reproduction and Heredity

 

The student will:

 

A. Reproduction is essential for speciesí survival.

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B. Characteristics of an organism result from inheritance and from interactions with the environment.

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C. Individual organisms with certain traits are more likely than others to survive and produce offspring.

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XIII. Regulation and Behavior

 

The student will:

 

A. Living organisms strive to maintain a constant internal environment.

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B. Living organisms respond to external stimuli.

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XIV. Populations and Ecosystems

 

The student will:

 

A. Sunlight is the ultimate source of energy.

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B. Population growth and decline are dependent on various factors.

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C. In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial.

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D. Organisms within an ecosystem are dependent on one another and on nonliving components of the environment.

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XV. Diversity and Adaptations of Organisms

 

The student will:

 

A. By classifying organisms, biologists consider details of internal and external structure.

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B. Organisms have a great variety of internal and external structures that enable them to survive.

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Physical Science Grades 9 - 12

Biology
Content Standards for Inquiry and the Biological Sciences
The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in the Biological Sciences.
Science Processes and Inquiry

I. Observing and Measuring

 

The student will:

 

A. Identify similar or different characteristics in a given set of objects, organisms, or events.

video
hands-on
online

B. Select qualitative (descriptive) or quantitative (numerical) observations in a given set of objects, organisms, or events.

video
hands-on
online

C. Identify qualitative and quantitative changes given conditions before, during, and after an event.

video
hands-on
online

D. Use the appropriate Systems International (SI) units (grams, meters, liters and degrees Celsius) to measure objects, organisms, or events.

video
hands-on
online

II. Classifying

 

The student will:

 

A. Use observable properties to classify a set of objects, organisms, or events.

video
hands-on
online

B. Identify the properties on which a given classification system is based.

video
hands-on
online

C. Place an object, organism or event into a classification system.

video
hands-on
online

III. Experimenting

 

The student will:

 

A. Arrange the steps of a scientific problem in logical order.

video
hands-on
online

B. Identify the independent variables, dependent variables, and control in an experimental set-up.

video
hands-on
online

C. Use mathematics to show relationships within a given set of observations.

video
hands-on
online

D. Identify a hypothesis for a given problem.

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hands-on
online

IV. Interpreting

 

The student will:

 

A. Select appropriate predictions based on previously observed patterns of evidence.

video
hands-on
online

B. Report data in an appropriate manner.

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hands-on
online

C. Predict data points not included on a given graph.

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D. Interpret line, bar, and circle graphs.

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hands-on
online

E. Identify data that support or reject stated hypotheses.

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F. Accept or reject hypotheses when given results of an investigation.

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G. Identify discrepancies between stated hypotheses and actual results.

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H. Select the most logical conclusion for given experimental data.

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V. Communicating

 

The student will:

 

*A. Prepare a written report describing the sequence, results, and interpretation of an investigation or event.

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hands-on
online

*B. Communicate and defend a scientific argument.

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C. Identify or create an appropriate graph or chart from collected data, table, or written description.

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VI. Modeling

 

The student will:

 

A. Select a model which explains a given set of observations.

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B. Select predictions based on models.

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*C. Compare a given model to the real world.

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VII. Safety in the Science Classroom

 

The student will:

 

A. Recognize potential hazards within a science activity.

video
hands-on
online

B. Practice safety procedures in all science activities.

video
hands-on
online

VIII. Inquiry

 

The student will:

 

*A. Formulate a testable hypothesis and design an appropriate experiment relating to the world.

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hands-on
online

*B. Design and conduct scientific investigations in which variables are identified and controlled.

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*C. Use a variety of technologies, such as hand tools, measuring instruments, and computers to collect, analyze, and display data.

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*D. Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.

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Biology Content Standards
The student will engage in investigations that lead to the discovery of the following concepts:

XI. Biological Diversity

 

The student will:

 

A. Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.

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B. Diversity of species is developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.

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C. Extinction occurs when the environment changes and the adaptive characteristics of a species are insufficient to its survival.

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XII. The Interdependence of Organisms

 

The student will:

 

A. Matter on the earth cycles among the living and nonliving components of the biosphere.

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B. Energy flows through ecosystems in one direction.

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C. Organisms both cooperate and compete in ecosystems.

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D. Living organisms have the capacity to produce populations of infinite size, but environments and resources limit population size.

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XIII. Matter, Energy, and Organization in Living Systems

 

The student will:

 

A. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.

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B. As matter and energy flow through different levels of organization of living systems-cells, organs, organisms, and communities-and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Each recombination results in storage, use, and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.

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XIV. The Behavior of Organisms

 

The student will:

 

A. Organisms have behavioral responses to internal changes and to external stimuli.

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B. Broad patterns of behavior exhibited by animals have adapted to ensure reproductive success.

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