Michigan Science Standards

Content Standard 2: 
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

   Elementary

1. Compare and classify familiar organisms on the basis of observable physical characteristics. ( Key concepts: Plant and animal parts-backbone, skin, shell, limbs, roots, leaves, stems, flowers. Real-world contexts: Animals that look similar-snakes, worms, millipedes; flowering and nonflowering plants; pine tree, oak tree, rose, algae.) 

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2. Describe vertebrates in terms of observable body parts and characteristics. ( Key concepts: Vertebrate characteristics-fur, scales, feathers, horns, claws, eyes, quills, beaks, teeth, skeleton, muscles, cells. Real-world contexts: Vertebrate and nonvertebrate animals, such as humans, cow, sparrow, goldfish, spider, starfish, and animals listed above.) 

3. Describe life cycles of familiar organisms.
( Key concepts: Life cycle stages-egg, young, adult, seed, flower, fruit. Real-world contexts: Common plants and animals such as beans, apples, butterflies, grasshoppers frogs, birds.) 

4. Compare and contrast food, energy, and environmental needs of selected organisms.
( Key concepts: Life requirements-food, air, water, minerals, sunlight, space, habitat. Real-world contexts: Germinating seeds, such as beans, corn; aquarium or terrarium life, such as guppy, goldfish, snail.) 

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5. Describe functions of selected seed plant parts. ( Key concepts: Plant parts-roots, stems, leaves, flowers, fruits, seeds. Real-world contexts: Common edible plant parts, such as bean, cauliflower, carrot, apple, tomato, spinach.) 

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   Middle School

1. Compare and classify organisms into major groups on the basis of their structure. ( Key concepts: Characteristics used for classification- vertebrates/invertebrates, cold-blooded/warm-blooded, single-cell/multicellular, flowering/nonflowering. Real-world contexts: Representative organisms, such as dog, worm, snake, Amoeba, geranium, wheat.) 

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2. Describe the life cycle of a flowering plant. ( Key concepts: Flowering plant parts and processes-roots, stems, leaves, flowers, fruits, seeds, embryo, pollen, ovary, egg cell, germination, fertilization. Real-world contexts: Common flowering plants, such as bean, tulip.) 

3. Describe evidence that plants make and store food. ( Key concepts: Process and products of food production-photo-synthesis, starch, sugar, oxygen. Real-world contexts: Plant food storage organs, such as potato, onion; starch storage in plants grown under different conditions.) 

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4. Explain how selected systems and processes work together in plants and animals. ( Key concepts: Systems/Processes-digestion, circulation, respiration, endocrine, reproduction, skeletal, muscular, nervous, excretion, transport, growth, repair. Real-world contexts: Interrelations of body systems during selected activities, such as among skeletal, muscular, circulatory, and respiratory systems during physical exercise.) 

Content Standard 4: 

All students will explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compare ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyze how species change through time. (Evolution) 

   Elementary

1. Explain how fossils provide evidence about the nature of ancient life. ( Key concepts: Types of evidence-fossil, extinct, ancient, modern life forms. Real-world contexts: Common contexts-plant and animal fossils, museum dioramas and paintings/drawings of ancient life and/or habitats.) 

2. Explain how physical and/or behavioral characteristics of organisms help them to survive in their environments. ( Key concepts: Characteristics-adaptation, fitness, instinct, learning, habit . Traits and their adaptive values-sharp teeth or claws for catching and killing prey, color for camouflage. Real-world contexts: Common vertebrate adaptations, such as white polar bears, sharp claws and sharp canines for predators, changing colors of chameleon; behaviors, such as migration, communication of danger, adaptation to changes in the environment.) 

NatureWorks Episodes