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 structures of plants, including roots, stems, leaves, flowers, and fruits;
S.2.13.A
identify the roots, stems, leaves, flowers, fruits, and seeds of plants and compare how those structures help different plants meet their basic needs for survival;
S.4.13.A
explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment; and
S.5.13.A
analyze the structures and functions of different species to identify how organisms survive in the same environment; and
S.8.13.C
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.B
explain how the interactions that occur among systems that perform functions of transport, reproduction, and response in plants are facilitated by their structures.
BIO.12.B — Breakout of skills
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
The student is expected to
explain how the interactions that occur among systems that perform the [function] of
reproduction in plants [is] facilitated by their structures
response in plants [is] facilitated by their structures
transport in plants [is] facilitated by their structures