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Standard 3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
In order to meet this standard, it is expected that students will
· differentiate between predators and prey.
· distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.
· infer that most food chains begin with a green plant.
· identify sequences of feeding relationships in a food chain.
· explain how a change in one part of a food chain might affect the rest of the food chain.
· create and interpret a model of a food chain showing producers and consumers.
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
In order to meet this standard, it is expected that students will
· differentiate between predators and prey.
· distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.
· infer that most food chains begin with a green plant.
· identify sequences of feeding relationships in a food chain.
· explain how a change in one part of a food chain might affect the rest of the food chain.
· create and interpret a model of a food chain showing producers and consumers.
Standard 3.6
The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
In order to meet this standard, it is expected that students will
· describe major water-related ecosystems and examples of animals and plants that live in each.
· describe major dry-land ecosystems and examples of animals and plants that live in each.
· compare and contrast water-related and dry-land ecosystems.
· explain how animals and plants use resources in their ecosystem.
· distinguish between a population and a community.
· predict what would occur if a population in a specific ecosystem was to die.
· analyze models or diagrams of different water-related ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that ecosystem.
· analyze models or diagrams of different dry-land ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that ecosystem.
· list ways that humans can help conserve limited resources.
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
In order to meet this standard, it is expected that students will
· describe major water-related ecosystems and examples of animals and plants that live in each.
· describe major dry-land ecosystems and examples of animals and plants that live in each.
· compare and contrast water-related and dry-land ecosystems.
· explain how animals and plants use resources in their ecosystem.
· distinguish between a population and a community.
· predict what would occur if a population in a specific ecosystem was to die.
· analyze models or diagrams of different water-related ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that ecosystem.
· analyze models or diagrams of different dry-land ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that ecosystem.
· list ways that humans can help conserve limited resources.