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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
S.5.13
Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to:
BIO.13.D
explain how environmental change, including change due to human activity, affects biodiversity and analyze how changes in biodiversity impact ecosystem stability.
AQUA.14.A
analyze the cumulative impact of human population growth on an aquatic ecosystem;
AQUA.14.B
predict effects of chemical, organic, physical, and thermal changes due to humans on the living and nonliving components of an aquatic ecosystem;
AQUA.14.C
investigate the role of humans in unbalanced systems involving phenomena such as invasive species, fish farming, cultural eutrophication, or red tides;
AQUA.14.D
analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments;
AQUA.14.F
analyze the purpose and effectiveness of human efforts to restore aquatic ecosystems affected by human activities.
ENVIR.11.A
evaluate the negative effects of human activities on the environment, including overhunting, overfishing, ecotourism, all-terrain vehicles, and personal watercraft;
ENVIR.11.C
research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars.
ENVIR.12.E
argue from evidence whether or not a healthy economy and a healthy environment are mutually exclusive.