A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects;
identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and
identify and model the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, urinary, reproductive, integumentary, nervous, immune, and endocrine systems;
describe how variations of traits within a population lead to structural, behavioral, and physiological adaptations that influence the likelihood of survival and reproductive success of a species over generations.
BIO.12.A
analyze the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; and
AQUA.13.B
describe how adaptations allow an organism to exist within an aquatic environment; and
AQUA.13.C
compare adaptations of freshwater and marine organisms.