AKS 2009 - 2010
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 Characteristics of Science
 Ecology
 Cells and Cell Systems
 Genetics
 Classification
7 Science  
A - Characteristics of Science

 identify questions and problems that can be answered and solved through scientific inquiry (GPS, ITBS, ACT) (7SC_A2005-1)
 design and conduct investigations using scientific method (GPS, ITBS, ACT) (7SC_A2005-2)
 apply standard safety practices for all classroom laboratory and field investigations (GPS) (7SC_A2005-3)
 use appropriate scientific tools, techniques and technologies to gather, analyze and interpret data (GPS, ITBS, ACT) (7SC_A2005-4)
 apply computation and estimation skills necessary for analyzing data and developing conclusions (GPS, ACT) (7SC_A2005-5)
 think critically and logically about relationships between evidence and explanations (GPS, ITBS, ACT) (7SC_A2005-6)
 communicate scientific ideas clearly (GPS, ACT) (7SC_A2005-7)
 read scientific materials to establish context for subject matter, develop vocabulary and to be aware of current research (GPS) (7SC_A2005-8)
 analyze the importance of understanding systems, models and scales when exploring scientific and technological matters (GPS) (7SC_A2005-9)
 discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works (7SC_A2006-1)

 AKS: identify questions and problems that can be answered and solved through scientific inquiry (GPS, ITBS, ACT) (7SC_A2005-1)

Test Correlations:
 - CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.

 AKS: design and conduct investigations using scientific method (GPS, ITBS, ACT) (7SC_A2005-2)

Indicators of Achievement:
2a - design appropriate scientific investigations utilizing scientific process skills (i.e., collecting evidence, developing hypotheses, manipulating variables, formulating explanations and revising investigations based on findings) (GPS), 2a1 - examine the reasons science investigations are conducted (i.e., explore new phenomena, confirm previous results, test theories, and compare theories) (GPS), 2a2 - design experiments that show the effect of one variable on another (keeping all other variables constant) (GPS), 2b - recognize the importance of maintaining accurate records in science (GPS), 2c - understand hypotheses can be valuable, even if they turn out not to be completely accurate (GPS), 2d - explain the impact new information may have on existing, well-established scientific theories (GPS), 2e - recognize scientists oftentimes collaborate on research design, but also conduct independent studies (of the same questions) to prevent bias (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- High School Graduation Test --> STRAND 1: PROCESS/RESEARCH SKILLS: PS.1/B.1/CI.1 The student will relate and use terms and processes employed in scientific research
- High School Graduation Test --> STRAND 1: PROCESS/RESEARCH SKILLS: PS.34/B.42/CI.23 The student will define the research problem
- ITBS Level: 14 --> Science: [Scientific Inquiry] Analysis and interpretation
- ITBS Level: 14 --> Science: [Scientific Inquiry] Processes and skills
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Select a simple hypothesis, prediction, or conclusion that is supported by one or more data sets or viewpoints
- ACT --> Science Reasoning: [Scientific Investigation] Determine the hypothesis for an experiment
- ACT --> Science Reasoning: [Scientific Investigation] Identify an alternate method for testing a hypothesis
- ACT --> Science Reasoning: [Scientific Investigation] Identify the control in an experiment
- ACT --> Science Reasoning: [Scientific Investigation] Understand complex lab procedures
- ACT --> Science Reasoning: [Scientific Investigation] Understand simple experimental designs
- ACT --> Science Reasoning: [Scientific Investigation] Understand simple lab procedures
 
AKS:  apply standard safety practices for all classroom laboratory and field investigations (GPS) (7SC_A2005-3)

Indicators of Achievement:
3a - follow correct procedures for use of scientific apparatus (GPS), 3b - demonstrate appropriate techniques in all laboratory situations (GPS), 3c - follow correct protocol for identifying and reporting safety problems and violations (GPS), 3d - follow correct procedures for ensuring the ethical treatment of animals in research (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.

 AKS:  use appropriate scientific tools, techniques and technologies to gather, analyze and interpret data (GPS, ITBS, ACT) (7SC_A2005-4)

Indicators of Achievement:
4a - demonstrate appropriate use of a microscope, balance scale, dissection tools, and other measurement devices (GPS), 4b - use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files (GPS), 4c - use appropriate technology to create simple files (GPS), 4d - recognize that scientists use technology and mathematics to enhance scientific inquiry (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- ITBS Level: 14 --> Science: [Scientific Inquiry] Processes and skills
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Select a simple hypothesis, prediction, or conclusion that is supported by one or more data sets or viewpoints


 AKS: apply computation and estimation skills necessary for analyzing data and developing conclusions (GPS, ACT) (7SC_A2005-5)

Indicators of Achievement:
5a - analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms such as integers, fractions, decimals, and percents (GPS), 5b - use the mean, median and mode to analyze a set of scientific data (GPS), 5c - apply the metric system to a scientific investigation that includes conversions (GPS) , 5d - explain the relationship between accuracy and precision and the importance of each (GPS), 5e - determine what degree of precision is accurate and round appropriately (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- ACT --> Science Reasoning: [Interpretation of Data] Identify or use a simple mathematical relationship that exists between data
- ACT --> Science Reasoning: [Scientific Investigation] Understand complex lab procedures
- ACT --> Science Reasoning: [Scientific Investigation] Understand precision and accuracy issues

 AKS: think critically and logically about relationships between evidence and explanations (GPS, ITBS, ACT) (7SC_A2005-6)

Indicators of Achievement:
6a - develop predictions, models and conclusions using evidence, 6b - draw conclusions based on analyzed data (GPS), 6c - question claims made without evidence or those based on small or biased samples (GPS), 6c1 - question claims based on vague attributions (such as “Leading doctors say…”) or on statements made by people outside the area of their particular expertise (GPS), 6c2 - identify the flaws of reasoning that are based on poorly designed research (i.e., facts intermingled with opinion or conclusions based
on insufficient evidence) (GPS), 6c3 - question the value of arguments based on small samples of data, biased samples or samples for which there was no control (GPS), 6c4 - recognize there may be more than one way to interpret a given set of findings (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- ITBS Level: 14 --> Science: [Scientific Inquiry] Analysis and interpretation
- ITBS Level: 14 --> Science: [Scientific Inquiry] Processes and skills
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Determine whether new information supports or weakens a viewpoint or hypothesis
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Determine why given information (data or text) supports or contradicts a hypothesis or conclusion
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Identify key issues or assumptions in an argument or viewpoint
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Identify similarities and differences in two or more viewpoints
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Identify strengths and weaknesses in one or more viewpoints
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Predict the most likely or least likely result based on a given viewpoint
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Select a complex hypothesis, prediction, or conclusion that is supported by a data set or viewpoint
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Select a complex hypothesis, prediction, or conclusion that is supported by two or more data sets or viewpoints
- ACT --> Science Reasoning: [Evaluation of Experiments, Models and Assertions] Select a set of data or a viewpoint that supports or contradicts a hypothesis, prediction, or conclusion
- ACT --> Science Reasoning: [Interpretation of Data] Compare data from a complex table, graph, or diagram
- ACT --> Science Reasoning: [Scientific Investigation] Identify new information that could be collected from a new experiment or by modifying an existing experiment

 AKS: communicate scientific ideas clearly (GPS, ACT) (7SC_A2005-7)

Indicators of Achievement:
7a - write for scientific purposes incorporating data from circle, bar and line-graphs; two-way data tables; diagrams and symbols (GPS), 7b - organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal (GPS), 7c - write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- High School Graduation Test --> STRAND 1: PROCESS/RESEARCH SKILLS: PS.36/B.44/CI.24 The student will analyze, evaluate and present information
- ACT --> Science Reasoning: [Interpretation of Data] Compare or combine given text with data from tables, graphs, or diagrams
- ACT --> Science Reasoning: [Interpretation of Data] Identify basic features from a table or graph (e.g., headings, units of measurements, axis labels)
- ACT --> Science Reasoning: [Interpretation of Data] Interpolate between data points in a table or graph
- ACT --> Science Reasoning: [Interpretation of Data] Select data from a simple table, graph, or diagram (i.e., a table or graph with 2 or 3 variables; a food web)
- ACT --> Science Reasoning: [Interpretation of Data] Translate information (data or text) into graphic form

 AKS: read scientific materials to establish context for subject matter, develop vocabulary and to be aware of current research (GPS) (7SC_A2005-8)

Indicators of Achievement:
8a - read grade-level appropriate text (both informational and fictional) from a variety of genres and modes of discourse (GPS), 8a1 - read technical text related to various subject areas, 8b - discuss messages and themes from text and relate to other subject areas (GPS), 8b1 - respond to text using multiple modes of discourse (i.e., debate), 8b2 - evaluate the merit of texts, 8b3 - examine the author's purpose in writing, 8b4 - examine the features of disciplinary texts, 8c - use content vocabulary in writing and speaking (GPS), 8d - apply strategies for determining content and contextual meaning for unknown words (GPS), 8e - examine relationship between life experiences and subject area content (GPS)

Test Correlations:
- ACT --> Science Reasoning: [Interpretation of Data] Find basic information in a brief body

 AKS:  analyze the importance of understanding systems, models and scales when exploring scientific and technological matters (GPS) (7SC_A2005-9)

Indicators of Achievement:
9a - observe and explain how parts can be related to other parts in a system (i.e., predator/prey relationships in a community/ecosystem) (GPS), 9b - compare/contrast how several different models (i.e., physical replicas, pictures, and analogies) can be used to represent the same concept and, evaluate their usefulness given their purpose (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.

 AKS: discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works (7SC_A2006-1)

7 Science
B - Ecology

compare and contrast food/energy requirements of different organisms (7SC_B2005-10)
examine the dependence of all organisms on one another and their environments (GPS) (7SC_B2005-11)
describe the characteristics of Earth's major terrestrial biomes (tropical rain forest, savannah, temperate, desert, taiga, tundra and mountain) and aquatic communities (freshwater, estuaries and marine) (GPS, ITBS) (7SC_B2005-12)
assess how changes in environmental conditions can affect the survival of both individuals and entire species and cause them to become endangered or extinct (GPS, ITBS, CE) (7SC_B2005-13)

 AKS:  compare and contrast food/energy requirements of different organisms (7SC_B2005-10)

Indicators of Achievement:
10a - compare food requirements in autotrophs and heterotrophs, 10b - illustrate food and energy requirements in autotrophs and heterotrophs

 AKS: examine the dependence of all organisms on one another and their environments (GPS) (7SC_B2005-11)

Indicators of Achievement:
11a - explain that sunlight is the source of energy for most food webs (GPS), 11b - demonstrate in a food web that matter is transferred from one organism to another and can be recycled between organisms and their environments (GPS), 11b1 - assess the role of producers, consumers and decomposers, 11b2 - differentiate between the roles of herbivores, carnivores, and omnivores within a food chain or food web, 11c - categorize relationships between organisms that are competitive or mutually beneficial (GPS), 11c1 - define and apply examples of relationships between organisms including predation, mutualism, parasitism, and commensalism, 11c2 - examine the role of each partner in a symbiotic relationship, 11c3 - evaluate how organisms and communities within a population compete for resources, 11d - Extension: trace and analyze the cycles of matter (nitrogen, carbon, oxygen, and water), 11e - Extension: trace the path of a single carbon atom in the carbon cycle, 11f - Extension: create a fictitious symbiotic relationship based on ecological principles and explain how the relationship is competitive or mutually beneficial

Test Correlations:
- CRCT --> 7 - Science: [Interdependence of Life] Interdependence of Life refers to recognizing the relationships that organisms have with themselves, each other, and their environments, understanding food webs and how environmental change and competitive and beneficial relationships affect individual organisms and entire species, and comparing and contrasting Earth's major terrestrial and aquatic biomes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.35 The student will identify and explain the importance of interactions of living and nonliving factors in an ecosystem
- High School Graduation Test --> STRAND 4: BIOLOGY: B.36 The student will distinguish among communities in various areas
- High School Graduation Test --> STRAND 4: BIOLOGY: B.37 The student will explain that a community in a given area may change through time
- High School Graduation Test --> STRAND 4: BIOLOGY: B.38 The student will relate what constitutes a population and how a population may change through time

 AKS: describe the characteristics of Earth's major terrestrial biomes (tropical rain forest, savannah, temperate, desert, taiga, tundra and mountain) and aquatic communities (freshwater, estuaries and marine) (GPS, ITBS) (7SC_B2005-12)

Indicators of Achievement:
12a - give examples of adaptations organisms have which make them suited to life in specific biomes, 12a1 - describe the climate and other abiotic and biotic factors of major biomes, 12a2 - identify biotic factors found within biomes, 12b - Extension: identify major ecological problems of the world's biomes, 12c - Extension: examine the impact of humans on biomes and evaluate possible solutions

Test Correlations:
- CRCT --> 7 - Science: [Interdependence of Life] Interdependence of Life refers to recognizing the relationships that organisms have with themselves, each other, and their environments, understanding food webs and how environmental change and competitive and beneficial relationships affect individual organisms and entire species, and comparing and contrasting Earth's major terrestrial and aquatic biomes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.39 The student will relate geography and climate to the biome type of a given area
- ITBS Level: 14 --> Science: [Life Science] Environmental interactions and adaptations

 AKS: assess how changes in environmental conditions can affect the survival of both individuals and entire species and cause them to become endangered or extinct (GPS, ITBS, CE) (7SC_B2005-13)

Indicators of Achievement:
13a - Extension: identify specific actions that have caused trauma to ecosystems such as oil spills, pollution, habitat destructions, and global climate change, and analyze effectiveness of proposed solutions

Test Correlations:
- CRCT --> 7 - Science: [Interdependence of Life] Interdependence of Life refers to recognizing the relationships that organisms have with themselves, each other, and their environments, understanding food webs and how environmental change and competitive and beneficial relationships affect individual organisms and entire species, and comparing and contrasting Earth's major terrestrial and aquatic biomes.
- ITBS Level: 14 --> Science: [Life Science] Environmental interactions and adaptations

7 Science
D - Cells and Systems

identify the cell as a basic unit and structure of all organisms (GPS, ITBS) (7SC_D2005-15)
explain how the human body is composed of organ systems functioning together (GPS, ITBS) (7SC_D2005-16)


 AKS:  identify the cell as a basic unit and structure of all organisms (GPS, ITBS) (7SC_D2005-15)

Indicators of Achievement:
15a - explain the components of the Cell Theory, 15b - relate cell structures to basic cell functions of typical plant and animal cells (GPS), 15b1 - identify the structure and function of cell membrane, nucleus,
cytoplasm, chloroplasts, mitochondria, nuclear membrane, chromosomes,
vacuoles, endoplasmic reticulum, cell wall, and ribosomes (GPS), 15b2 - compare and contrast the structures of a typical plant and animal cell, 15c - explain that cells are organized into tissues, tissues into organs, organs into organ systems, and systems into organisms (GPS), 15c1 - explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal (GPS), 15d - describe and discuss the movement of materials into and out of the cell for the maintenance of homeostasis (diffusion, osmosis, and active transport) , 15e - describe how cells carry on the life processes of movement, reproduction, response, cellular respiration, photosynthesis and metabolism, 15f - explain that cells take in nutrients to grow, divide, and make needed materials (GPS), 15g - Extension: analyze factors that affect the rate of cellular transport

Test Correlations:
- CRCT --> 7 - Science: [Cells and Genetics ] Cells and Genetics refers to differentiating between the component parts of cells and understanding their functions and interactions, categorizing groups of cells and recognizing the functions and interactions of these groups, identifying the roles of genes and chromosomes in reproduction, and comparing and contrasting types of reproductive processes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.05 The student will analyze the transport of materials through cell membranes
- High School Graduation Test --> STRAND 4: BIOLOGY: B.06 The student will explain homeostasis
- High School Graduation Test --> STRAND 4: BIOLOGY: B.07 The student will recognize that life has a chemical basis
- High School Graduation Test --> STRAND 4: BIOLOGY: B.33 The student will infer that all living organisms carry on common functions.
- ITBS Level: 14 --> Science: [Life Science] Structures of living things
 
AKS:  explain how the human body is composed of organ systems functioning together (GPS, ITBS) (7SC_D2005-16)

Indicators of Achievement:
16a - demonstrate understanding of the purpose and interactions of the major organ systems (digestive, respiratory, reproductive, circulatory, excretory, muscular, skeletal, nervous, immune) (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Cells and Genetics ] Cells and Genetics refers to differentiating between the component parts of cells and understanding their functions and interactions, categorizing groups of cells and recognizing the functions and interactions of these groups, identifying the roles of genes and chromosomes in reproduction, and comparing and contrasting types of reproductive processes.
- ITBS Level: 14 --> Science: [Life Science] Environmental interactions and adaptations
- ITBS Level: 14 --> Science: [Life Science] Structures of living things-

7 Science
E - Genetics

explain how biological traits are passed to successive generations (GPS) (7SC_E2005-17)

 AKS:  explain how biological traits are passed to successive generations (GPS) (7SC_E2005-17)

Indicators of Achievement:
17a - apply the work of Gregor Mendel to the study of modern genetics and interpret the effect of dominant and recessive alleles, 17b - explain the role of genes and chromosomes (genotypes) in the process of inheriting a specific trait (phenotype) (GPS), 17c - use a Punnett Square to predict the traits of offspring and the probability of getting a particular trait in a cross, 17d - compare and contrast the outcome of meiosis and mitosis, 17e - recognize that selective breeding can produce plants or animals with desired traits (GPS), 17f - compare and contrast that organisms reproduce sexually and asexually (bacteria, protists, fungi, plants, and animals) (GPS), 17g - understand the correlation between mode of reproduction and genetic diversity, 17h - Extension: examine how multiple alleles combine to create various genotypes and phenotypes (e.g., skin color, eye color, blood type), 17i - Extension: investigate common genetic disorders and how they are inherited

Test Correlations:
- CRCT --> 7 - Science: [Cells and Genetics ] Cells and Genetics refers to differentiating between the component parts of cells and understanding their functions and interactions, categorizing groups of cells and recognizing the functions and interactions of these groups, identifying the roles of genes and chromosomes in reproduction, and comparing and contrasting types of reproductive processes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.20 The student will explain the genetic basis of genetic expressions
- High School Graduation Test --> STRAND 4: BIOLOGY: B.23 The student will apply genetic concepts
- ITBS Level: 14 --> Science: [Life Science] Environmental interactions and adaptations

7 Science
F - Classification

use external and internal features to classify and compare organisms (simple to complex) (ITBS) (7SC_F2005-18)
investigate the diversity of living organisms and how they can be compared scientifically (GPS) (7SC_F2005-19)
compare and contrast mechanisms by which organisms reproduce (7SC_F2005-20)


 AKS:   use external and internal features to classify and compare organisms (simple to complex) (ITBS) (7SC_F2005-18)

Indicators of Achievement:
18a - explain the history of the current method used to classify organisms

Test Correlations:
- High School Graduation Test --> STRAND 4: BIOLOGY: B.24 The student will discriminate relationship when using a classification model to group living things
- ITBS Level: 14 --> Science: [Life Science] Structures of living things

 
AKS:   investigate the diversity of living organisms and how they can be compared scientifically (GPS) (7SC_F2005-19)

Indicators of Achievement:
19a - differentiate and describe the major characteristics of the six-kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals), 19a1 - compare various characteristics and life processes of organisms (i.e., cellular organization, chemical composition, growth and development, response to stimuli, reproduction, photosynthesis, respiration, methods of obtaining food, and behavior), 19b - classify organisms using a dichotomous key based on the six-kingdom system (GPS), 19c - demonstrate the process for the development of a dichotomous key (GPS), 19d - order the levels of classification , 19e - Extension: explore characteristics used to classify organisms into lower taxanomic levels (i.e., phylum, class, order, family, genus, species)

Test Correlations:
- CRCT --> 7 - Science: [Characteristics of Science] Characteristics of Science items are integrated across the three content domains. Characteristics of Science refers to understanding the process skills used in the learning and practice of science. These skills include testing a hypothesis, record keeping, using correct safety procedures, using appropriate tools and instruments, applying math and technology, analyzing data, interpreting results, and communicating scientific information. Characteristics of Science also refers to understanding how science knowledge grows and changes and the processes that drive those changes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.24 The student will discriminate relationship when using a classification model to group living things
- High School Graduation Test --> STRAND 4: BIOLOGY: B.25 The student will identify common organisms in the different kingdoms
- High School Graduation Test --> STRAND 4: BIOLOGY: B.31 The student will relate the common characteristics and functions of invertebrates
- High School Graduation Test --> STRAND 4: BIOLOGY: B.32 The student will relate the common characteristics and function of vertebrates



 AKS:   compare and contrast mechanisms by which organisms reproduce (7SC_F2005-20)

Indicators of Achievement:
20a - distinguish between asexual and sexual reproduction (archaebacteria, eubacteria, protists, fungi, plants and animals) (GPS)

Test Correlations:
- CRCT --> 7 - Science: [Cells and Genetics ] Cells and Genetics refers to differentiating between the component parts of cells and understanding their functions and interactions, categorizing groups of cells and recognizing the functions and interactions of these groups, identifying the roles of genes and chromosomes in reproduction, and comparing and contrasting types of reproductive processes.
- High School Graduation Test --> STRAND 4: BIOLOGY: B.13 The student will identify asexual reproduction, its methods and applications to society
- High School Graduation Test --> STRAND 4: BIOLOGY: B.18 The student will relate methods of sexual reproduction in animals