High School

Other Virginia Science - VAAP sets

• Grade 5
• 8th Grade
• Grade 8

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple traits of animals that help them reproduce or survive compared to traits from other species that are unrelated (e.g., birds, bats, and insects have wings while other animals do not) to • identifying the function of the trait of the animal from among other traits from the same species (e.g., the trait that helps giraffes reach food in the tall trees, the trait that helps owls see prey in the dark) to • recognizing survival of an animal or group of the same animals is related to variations of a trait (e.g., camouflage) and environmental conditions (e.g., beneficial or challenging changes in habitat).S-HS.6.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple traits (i.e., body parts, behaviors) of humans, animals, and plants that involve survival to • identifying the function of the traits of humans, animals, and plants that involve survival to • identifying a simple trait based on the function or purpose of the trait (e.g., rabbits use their ears to detect predators, ducks use their webbed feet to swim).S-HS.7.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple resources or environmental factors that individual living organisms or groups of living organisms need to grow, reproduce, and sustain their population to • identifying simple changes in resources or environmental factors and how the change could affect living organisms (e.g., removing a forest habitat decreases animal populations in an area) to • recognizing how the variety of life on Earth (plants and animals) might change based on environmental factors (e.g., changes in resources like food, water, habitat).S-HS.8.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple interactions between living organisms and the living and non-living parts of an environment or ecosystem (e.g., living organisms’ homes, habitats, shelters, access to water) to • recognizing simple interactions between living organisms including in simple food chains (e.g., predator-prey, competitive, mutually beneficial) to • recognizing a change that affects interactions between living organisms and living and non-living parts of an environment or ecosystem and the result (e.g., loss of habitat forces groups of animals to relocate or decreases their population, loss of predators results in an increase in prey population) including the use of simple food chains/webs.S-HS.9.CC