Biology

Other Ohio Science - Extended Learning Standards sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Anatomy & Physiology
• Chemistry
• Environmental Science
• Physical Geology
• Physics

Describe how the presence or absence of traits may help some individuals in a plant or animal population survive and reproduce in their environment (e.g., natural selection).B.E.1.a

When given a population of animals or plants, identify how variation in traits impacts their ability to survive and reproduce (e.g., populations of endangered species).B.E.1.b

When given a plant or animal, identify traits that help it to survive in its environment.B.E.1.c

Discuss how an organism must survive in order to pass on its traits (genes).B.E.1.lp.a

Discuss how successful genes in a population get passed on through reproduction.B.E.1.lp.b

Recognize that traits are produced by genes. B.E.1.lp.c

Provide pictures of animals or plants with a variety of traits and match them to the environment in which they would survive (e.g., lots of fur in a snowy region). B.E.1.lp.d

Discuss how coloration would impact a predator prey relationship, if prey is easy to see it is easy to catch and eat. (Pick up colored candies from a colored background and discuss why some colors are easier to see.)B.E.1.lp.e

Given pictures of bird beaks or teeth of mammals and discuss what kinds of food the animal would be best able to eat.B.E.1.lp.f

Identify evolutionary changes to a given species that have allowed the species to continue to survive and reproduce.B.E.2.a

Diagram and describe the evolutionary change in a species.B.E.2.b

Given a visual representation, identify a species that has changed over the course of many generations (e.g., cladogram diagram).B.E.2.c

Given a cladogram with pictures, make a prediction of what the next generation willould look like based on a given environment.B.E.2.lp.a

Use the horse as an example, show pictures of earlier forms and discuss the changes that have occurred.B.E.2.lp.b

Use a cladogram with pictures of the organisms to describe changes from one clade to the next (an organism compared to its ancestors). Show the evolution of a trait.B.E.2.lp.c

Explain how low genetic diversity impacts population size, energy flow or the cycle of matter in a given environment (e.g., Isle Royale Wolf population).B.DI.1.a

When given two examples of an animal or plant in a given environment, describe which one would have the higher chance to survive or reproduce based on traits (e.g., fur coat thickness, coloration).B.DI.1.b

When given an environment, recognize a plant or an animal that could survive in that environment. B.DI.1.c

Show data (graphs or charts) for population sizes of predatory/prey for a particular environment and show how one species impacts another (e.g., wolves and moose oin Isle Royale).B.DI.1.lp.a

Predict what will happen to an ecosystem when a population of organisms (wolves, ash trees) moves in or out.B.DI.1.lp.b

Given pictures of two environments and a set of organism picture cards, place the organisms in the environment where they are most likely to survive.B.DI.1.lp.c

Given two animals or plants, identify which of them is most likely to survive in a certain environment and match which traits would help it survive.B.DI.1.lp.d

Identify how both populations will change in a predator/prey relationship, when given a model of an ecosystem that is not in balance (e.g., carrying capacity).B.DI.2.a

Identify how a human or natural change to an ecosystem results in a change to a predator or prey population. B.DI.2.b

When given a set of before and after pictures of an ecosystem, (e.g., meadow changed to farm, forest changed to apartment buildings) observe the human caused changes.  B.DI.2.c

Given an ecosystem that has experienced an event (natural or man made) discuss how an impacted organism may change the dynamics of the ecosystem (carrying capacity).B.DI.2.lp.a

Given an environment and an event (natural or man made) predict what organisms will survive, thrive or perish as a result of that event.B.DI.2.lp.b

Match the cause to the effect of a change to an ecosystem. (Given two pictures of an ecosystem and an event which occurred identify which came first (e.g., meadow, forest, apartment complex, volcanic eruption).B.DI.2.lp.c

Examine a given ecosystem and identify the relationships between organisms.B.DI.2.lp.d

Describe how drought, flood, volcanic eruption, habitat loss, or introduction of a new species may affect the diversity in an ecosystem.B.DI.3.a

Match the cause (e.g., drought, flood, habitat loss, new species) to its effect on organisms in an ecosystem.B.DI.3.b

Identify factors that can harm organisms in an environment (e.g., drought, floods, volcanic eruption, habitat loss, new species etc.).B.DI.3.c

Match worldwide temperature data to a given environment and the changes that have occurred to the populations that live there. (e.g., polar ice caps, coral reefs).B.DI.3.lp.a

Use populations numbers of native species after the introduction of zebra mussels to the Great Lakes to provide an example of how human activities can impact an ecosystem.  B.DI.3.lp.b

Discuss what happens to organisms in an ecosystem after a human activity. (Show pictures of human activities such as strip mining, mall building, home developments and match them with the aftermath photos of the environment.)B.DI.3.lp.c

Discuss what happens to organisms in an ecosystem after a natural event. (Show pictures of natural events and match them with the aftermath photos of the environment.) B.DI.3.lp.d

Recognize the human activities can change an ecosystem impacting organisms. B.DI.3.lp.e

Recognize that natural events will change an ecosystem impacting organisms.B.DI.3.lp.f

Compare and contrast a prokaryotic cell and a eukaryotic cell.B.C.1.a

Match the organelle with the process it helps to execute (e.g., chloroplast, photosynthesis).B.C.1.b

Identify the function of the cell membrane.  B.C.1.c

Model materials going into and out of the cell.B.C.1.lp.a

Recognize that materials need to enter and leave the cell through the cell membrane.B.C.1.lp.b

Match cell organelles to functions.B.C.1.lp.c

Identify a cell as prokaryotic or eukaryotic.B.C.1.lp.d

Given a variety of cells sort into prokaryotic and eukaryotic cells.B.C.1.lp.e

Show what cell type is responsible for photosynthesis.B.C.1.lp.f

Given a cell with missing part, identify what function the cell is unable to do and how that affects the cell.B.C.1.lp.g

Recognize that cells are classified by their cell parts.B.C.1.lp.h

Recognize that organelles do specific jobs for the cell. B.C.1.lp.i

Recognize that cells have parts (organelles).B.C.1.lp.j

Recognize that all living things are made of cells.B.C.1.lp.k

Describe how the cell needs specific conditions (e.g., temperature, pH) in order to perform its essential functions (e.g., respiration, photosynthesis).B.C.2.a

Complete a diagram that depicts the process of photosynthesis.B.C.2.b

Identify photosynthesis and cellular respiration as occurring in a cell.B.C.2.c

Identify the importance of photosynthesis.B.C.2.lp.a

Identify the importance of respiration.B.C.2.lp.b

Investigate plant seedlings in different environments (temperature, pH) to show optimum range of growth. B.C.2.lp.c

Identify the products of cellular respiration.B.C.2.lp.d

Identify the products of photosynthesis. [Use pictures to complete a diagram of the process of photosynthesis (picture of sun, tree, water, oxygen, carbon dioxide and glucose)] B.C.2.lp.e

Compare the cell to a factory and show how cells make products for an organism.B.C.2.lp.f