K-3 Living things need special kinds of food and a special place to live. Living things get things they need from each other and the environment. All animals eat plants and/or other animals. The same kinds of living often live together in a group. Usually, several kinds of living things live with or near each other.		Observing, Communicating, Comparing, Organizing Match pictures of different foods with pictures of the plants or animals from which these foods come. Observing, Communicating, Comparing, Organizing Prepare a list of sets that describe animals living; e.g. herd, pride, flock Observing, Communicating, Comparing, Organizing Observe and describe a variety of organisms living together in communities.
3-6 All the individuals of one species that live in a limited area are called a population. Populations can be counted, and their size can be estimated using sampline techniques. (EC) The effect on other populations needs to be considered along with other costs and benefits when human activities that affect the environment are evaluated.		Observing, Communicating, Comparing, Organizing Select three topsoil samples, count the insects, group them into similar kinds, and estimate the number of each in a square meter plot.
Each species needs a particular physical environment. All living things that share a particular environment are called a community. An ecosytem consists of a community of living things interacting with each other and with the physical environment.		Observing, Communicating, Comparing Compare the aspects of the physical environment of different ecosystems; e.g. temperature, moisture, and light. Observing, Communicating, Comparing, Organizing Prepare and label a chart illustrating the living things in a particular environment.
Most ecosytems derive their energy from the sun through photosynthesis in green plants (producers). Animals and some plants (consumers) derive their energy from plants and/or other animals. Decomposers (usually microorganisms like bacteria and fungi) get their energy from dead plant and animal matter and animal waste products, breaking them down into simple substances such as carbon dioxide,methane, ammonia, water, and mineral salts.		Observing, Communicating, Comparing Organizing, Relating Prepare, maintain, and record the interactions (both biological and chemical) in a balanced aquarium. Adjust the balance as necessary over time.
Food chains and food webs indicate the eating patterns of the members of an ecosystem. Predators are animals (and a few plants) that kill and eat other animals (prey). Scavengers are animals that eat dead plant and animal tissue. Parasites are animals or plants that feed off other animals or plants called hosts. Knowledge of food chains and webs is used in biological control of pests.		Observing, Communicating, Comparing, Organizing, Relating Illustrate a food web of an ecosystem, including at least one of each of the following: producers, primary consumers, predators, scavengers, parasites, and decomposers.
6-9 Food chains and food webs indicate the flow of energy that maintains an ecosystem. Human activities as well as natural phenomena affect weather and climate conditions. Long-term population changes occur as climates change. grass, ivy, and other ground covers. Succession is a process in which some ecosystems change over time. As changes occur in physical features of the system, new species move in, population sizes change, and so forth.		Observing, Organizing, Comparing Organizing Use references to develop a food pyramid for a carnivore and an omnivore, relating the ultimate energy source to the sun. Observing, Organizing, Comparing Compare and record temperatures above asphalt, concrete, bare soil, Discuss which ground covers reflect and which absorb heat. Observing, Organizing, Comparing Organizing Use libarary reference materials to illustrate and describe the succession of a pond or lake into a wooded area. Observe and describe examples of succession; e.g. intrusion of weeds into a parking lot.
9-12 Because of the intricate relationships that exist among the living things and because of the abiotic features of an ecosystem, a change to one part of the system may have far-reaching conse quences to the system that are difficult to predict or control.		Observing, Communicating, Comparing , Organizing, Relating, Inferring, Applying Predict the results of introducing a living organism that preys on one component of an ecosystem and has no predators there.
The human species poses special problems for ecosystems because of the recent rapid increase in human population; depletion of resources; widespread use of technology to alter the environment; widespread manipulation of populations of other species; and pollution of air, water and land. (EC) Land use, pollution, energy use and application of technology all involve ethical considerations for individuals and society.		Observing, Communicating, Comparing , Organizing, Relating, Inferring, Applying Prepare an essay on the topic, "The Impact of Humans on the Environment of the North American Continent During the Last 500 Years." Predict the impact of human behaviors on particular local environmentsl; e.g. smog, landfill, logging, and water depletion.
(TA) Understanding of life cycles, predator- prey relationships, metabolism of organisms, and so forth make possible the control or eradication of populations of destructive organisms. Such activity always has some effects on the rest of the ecosystem.		Observing, Communicating, Comparing , Organizing, Relating, Inferring, Applying Prepare to debate the topic, "Pests Can Be Controlled Without Damage to the Ecosystem."