ME.A. Unifying Themes: Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. Systems: Students describe and apply principles of systems in man-made things, natural things, and processes.
A.1.a. Explain how individual parts working together in a system (including organisms, Earth systems, solar systems, or man-made structures) can do more than each part individually.
A.1.b. Explain how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of another part of a system.
A.1.c. Describe how systems are nested and that systems may be thought of as containing subsystems (as well as being a subsystem of a larger system) and apply the understanding to analyze systems.
A.3. Constancy and Change: Students describe how patterns of change vary in physical, biological, and technological systems.
A.3.a. Describe systems that are changing including ecosystems, Earth systems, and technologies.
A.3.b. Give examples of systems including ecosystems, Earth systems, and technologies that appear to be unchanging (even though things may be changing within the system) and identify any feedback mechanisms that may be modifying the changes.
ME.B. The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
B.1.c. Use appropriate tools, metric units, and techniques to gather, analyze, and interpret data.
ME.E. The Living Environment: Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
E.1. Biodiversity: Students differentiate among organisms based on biological characteristics and identify patterns of similarity.
E.1.a. Compare physical characteristics that differentiate organisms into groups (including plants that use sunlight to make their own food, animals that consume energy-rich food, and organisms that cannot easily be classified as either).
E.2. Ecosystems: Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part.
E.2.b. Describe ways in which two types of organisms may interact (including competition, predator/prey, producer/consumer/decomposer, parasitism, and mutualism) and describe the positive and negative consequences of such interactions.
E.2.c. Describe the source and flow of energy in the two major food webs, terrestrial and marine.
E.2.d. Describe how matter and energy change from one form to another in living things and in the physical environment.
E.3. Cells: Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.
E.3.a. Describe the basic functions of organisms carried out within cells including the extracting of energy from food and the elimination of wastes.
E.3.c. Compare the structures, systems, and interactions that allow single-celled organisms and multi-celled plants and animals, including humans, to defend themselves, acquire and use energy, self-regulate, reproduce, and coordinate movement.