Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.”||Next Generation Science Standards||Grade 3||Life Science||From Molecules to Organisms: Structures and Processes|||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. ||Next Generation Science Standards||Grade 3||Life Science||Biological Evolution: Unity and Diversity |||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.||Next Generation Science Standards||Grade 3||Life Science||Biological Evolution: Unity and Diversity |||Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. ||Next Generation Science Standards||Grade 4||Life Science||From Molecules to Organisms: Structures and Processes |||Develop a model to describe the movement of matter among plants, animals, decomposers, & the environment. [Emphasis: the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food.]||Next Generation Science Standards||Grade 5||Life Science||Ecosystems: Interactions, Energy, and Dynamics|||Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Emphasis: understanding that cells form tissues & tissues form specialized organs.] ||Next Generation Science Standards||Middle School||Life Science||From Molecules to Organisms: Structures and Processes|||Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. ||Next Generation Science Standards||Middle School||Life Science||Ecosystems: Interactions, Energy, and Dynamics
