Red Blood looks “Blue”?

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 |||Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.||Next Generation Science Standards||Grade 4||Life Science||From Molecules to Organisms: Structures and Processes |||Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.||Next Generation Science Standards||Grade 4||Physical Science||Waves and their Applications in Technologies for Information Transfer|||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|||Gather & synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.||Next Generation Science Standards||Middle School||Life Science||From Molecules to Organisms: Structures and Processes|||Develop & use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Both light & mechanical waves. ] ||Next Generation Science Standards||Middle School||Physical Science||Waves and their Applications in Technologies for Information Transfer