Biological Evolution: Unity and Diversity |
3-LS4 |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
HS-LS4 |
| HS-LS4-6 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
MS-LS4 |
| MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. |
| MS-LS4-5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
Earth and Human Activity |
5-ESS3 |
| 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
HS-ESS3 |
| HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
MS-ESS3 |
| MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
Ecosystems: Interactions, Energy, and Dynamics |
3-LS2 |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
5-LS2 |
| 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
HS-LS2 |
| HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| HS-LS2-2 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
| HS-LS2-6 | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. |
| HS-LS2-8 | Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. |
MS-LS2 |
| MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
From Molecules to Organisms: Structures and Processes |
4-LS1 |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
MS-LS1 |
| MS-LS1-4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
Heredity: Inheritance and Variation of Traits |
3-LS3 |
| 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
The WildLab lets kids get outside and watch the skies for birds.
Although the site's been used the most in New York, you can tweak the curriculum for your own area.
A handy curriculum guide helps kids explore with purpose.
You can track your birding stats on the website, but sightings are best entered on a mobile device.
Kids will like seeing their sightings pop up on Google Maps.
