Standards Correlations

NATIONAL SCIENCE EDUCATION STANDARDS

National Science Education Standards
All grades: A1: Abilities necessary to do scientific inquiry; A2: Understanding about scientific inquiry; E2: Understanding about science and technology; G1: Science as a human endeavor
K-4: C1: Characteristics of organisms; C2: Life cycles of organisms; C3: Organisms and their environments; E3: Abilities to distinguish between natural objects and objects made by humans; F2: Characteristics and changes in populations
5-8: C1: Structure and function in living systems; C2: Reproduction and heredity; C4: Populations and ecosystems; C5: Diversity and adaptations of organisms; F2: Populations, resources, and environments
9-12: C1: The cell; C2: Molecular basis of heredity; C3: Biological evolution; C4: Interdependence of organisms; C5: Matter, energy, and organization in living systems; C5: Behavior of organisms; F2: Population growth; G2: Nature of scientific knowledge; G3: Historical perspectives

National Curriculum Standards for Social Studies
Thematic Strands I: Culture; II: Time, continuity, and change; III: People, places, and environment; IV: Individual development and identity; VIII: Science, technology, and society; IX: Global connections

National Standards in the Arts
Understanding the visual arts in relation to history and cultures

NEW YORK CITY PERFORMANCE STANDARDS

Elementary School

S2—Life Science concepts

S2a The student produces evidence that demonstrates understanding of characteristics of organisms, such as survival and environmental support; the relationship between structure and function; and variations in behavior.
S2b The student produces evidence that demonstrates understanding of life cycles of organisms, such as how inheritance and environment determine the characteristics of an organism; and that all plants and animals have life cycles.
S2c The student produces evidence that demonstrates understanding of organisms and environments, such as the interdependence of animals and plants in an ecosystem; and populations and their effects on the environment.
S2d The student produces evidence that demonstrates understanding of change over time, such as evolution and fossil evidence depicting the great diversity of organisms developed over geologic history.

S4—Scientific Connections and Applications

S4a Big ideas and unifying concepts, such as order and organization; models, form and function; change and constancy; and cause and effect.
S4b The designed world, such as development of agricultural techniques; and the viability of technological designs.
S4d Science as a human endeavor, such as communication, cooperation, and diverse input in scientific research; and the importance of reason, intellectual honesty, and skepticism.

Middle School

S2—Life Science concepts

S2a The student produces evidence that demonstrates understanding of structure and function in living systems, such as the complementary nature of structure and function in cells, organs, tissues, organ systems, whole organisms, and ecosystems.
S2b The student produces evidence that demonstrates understanding of reproduction and heredity, such as sexual and asexual reproduction; and the role of genes and environment on trait expression.
S2c The student produces evidence that demonstrates understanding of regulation and behavior, such as senses and behavior; and response to environmental stimuli.
S2e The student produces evidence that demonstrates understanding of evolution, diversity, and adaptation of organisms, such as common ancestry, speciation, adaptation, variation, and extinction.

S3—Earth and Space Concepts

S3b The student produces evidence that demonstrates understanding of Earth's history, such as Earth processes including erosion and movement of plates; change over time and fossil evidence.

S4—Scientific Connections and Applications

S4a Big ideas and unifying concepts, such as order and organization; models, form and function; change and constancy; and cause and effect.
S4b The designed world, such as the reciprocal nature of science and technology; the development of agricultural techniques; and the viability of technological designs.
S4d Impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions.

High School

S2—Life Science Concepts

S2a The student produces evidence that demonstrates understanding of the cell, such as cell structure and function relationships; regulation and biochemistry; and energy and photosynthesis.
S2b The student produces evidence that demonstrates understanding of molecular basis of heredity, such as DNA, genes, chromosomes, and mutations.
S2c The student produces evidence that demonstrates understanding of biological evolution, such as speciation, biodiversity, natural selection, and biological classification.
S2d The student produces evidence that demonstrates understanding of interdependence of organisms, such as conservation of matter; cooperation and competition among organisms in ecosystems; and human effects on the environment.
S2f The student produces evidence that demonstrates understanding of behavior of organisms, such as nervous system regulation; behavioral responses; and connections with anthropology, sociology, and psychology.

S4—Scientific Connections and Applications

S4a Big ideas and unifying concepts, such as order and organization; models, form and function; change and constancy; and cause and effect.
S4b The designed world, such as the reciprocal nature of science and technology; the development of agricultural techniques; and the viability of technological designs.
S4c Health, such as nutrition and exercise; disease and epidemiology; personal and environmental safety; and resources, environmental stress, and population growth.
S4d Impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions.

NYC DoE DRAFT MIDDLE SCHOOL STANDARDS

Grade 6

Kingdoms of Life

The cell is a basic unit of structure and function of living things
Unicellular vs. multicellular organisms
Biological classification systems

Ecosystems and Interdependence

Populations and definition of species
Factors affecting the population growth of organisms —Predator /prey relationships
Relationships among organisms: beneficial and harmful

Grade 7

Fossils and Earth's History

Where fossils are found
Dating of rocks: Absolute and relative age
The importance of the fossil record

Levels of Organization

Cells- structure and function
Tissues; organs; systems; organism

The Human Body

Maintaining homeostasis: The human body systems
Skeletal and Muscular
Responding to the external environment (Nervous system)

Other Animals

Animal structures and systems
Responding to the external environment

Grade 8

Heredity

Genes and DNA
Mendelian genetics
Mutations

Role of Sexual and Asexual Reproduction in Human Growth and Development

The role of the sperm and egg
Patterns of development: Cell division and genetic expression
Genetic diseases
Genetic engineering, esp. cloning

Natural Resources and Energy

Energy needs
Renewable and non-renewable sources of energy
Material needs
Renewable and non-renewable sources of materials
Environmental concerns: Acquisition and depletion of resources; Land use and urban growth; Overpopulation; Global Warming; Ozone depletion; Air pollution; Water pollution; Impact on other organisms
Energy conservation

Natural Selection: The Driving Mechanism Behind Evolution

Sources of variation in organisms
Adaptations
Competition
Extinction
Evidence for evolution

NEW YORK STATE LEARNING STANDARDS

Mathematics, Science and Technology

Standard 1 Analysis, Inquiry, and Design
Standard 4 Science
Standard 5 Technology
Standard 6 Interconnectedness
Standard 7 Interdisciplinary Problem Solving

Social Studies

Standard 2 World History
Standard 3 Geography

Art

Standard 3: Responding to and Analyzing Works of Art
Standard 4: Understanding the Cultural Contributions of the Arts

NEW JERSEY CORE CURRICULUM STANDARDS

Science Strands

5.1 Scientific Processes: Inquiry and problem solving skills
5.2 Science and Society: Cultural contributions
5.4 Science and Technology: Science and Technology, Nature of Technology, Technological Design
5.5 Characteristics of Life: Matter, Energy, and Organization in Living Systems, Diversity and Biological Evolution, Reproduction and Heredity
5.8 Earth Science: Processes that shape the Earth
5.10 Environmental Studies: Human Interactions and Impact

Social Studies

6.3 World History: The Birth of Civilization to 1000 BCE, Early Human Societies to 500 CE, Looking to the Future (1980-present)
6.6 Geography: The World in Spatial Terms, Human Systems, Environment and Society

Visual and Performing Arts

1.5 History/Culture: Knowledge

CONNECTICUT CORE SCIENCE CURRICULUM FRAMEWORK

Conceptual Themes

Structure and Function

Human Body Systems (7.2)
Cell Structure and Function (10.1)

Heredity and Evolution

Characteristics of Living Things (K.2)
Adaptations (3.2)
Reproduction and Heredity (8.2)
Genetics (10.4)
Evolution (10.5)

XI.Science and Technology in Society

Shelters (K.4)
Food Resources (2.4)
Human Environmental Impacts (9.8, 9.9)
Human Population Growth (10.6)

Connecticut Arts K-12 Goals and Standards

Music: 7. Connections, 8. History and Cultures
Visual Arts: 4. History and Cultures, 6. Connections