LS1+p1

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 * = LS1- All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations & species). =


 * **NECAP Items:** || [[image:Spacer1Inch.jpg width="265" height="3"]] ||  ||
 * [[image:Spacer1Inch.jpg width="310" height="3"]] || * NECAP 2008 Gr 08 07
 * NECAP 2008 Gr 08 07 Analysis || [[image:Spacer1Inch.jpg width="250" height="3"]] ||

// Click on the GSE numbers, e.g PS1 (K-2) - POC - 2, in the table below to reach additional information about each GSE. // || Grade Span Expectations (5-8) ||  || Grade Span Expectations (HS) ||   || ** 1a distinguishing between living and non-living things.
 * || Grade Span Expectations (K-4) ||
 * || LS1 (K-2) - 1
 * Students demonstrate an understanding of classification of organisms by …

1b identifying and sorting based on a similar or different external features.

lc observing and recording the external features that make up living things (e.g. roots, stems, leaves, flowers, legs, antennae, tail, shell). || LS1 (3-4) - 1
 * Students demonstrate an understanding of classification of organisms by …**

1a citing evidence to distinguish between living and non-living things.

1b identifying, sorting and __comparing__ based on __similar and/or different external features__.

1c recording and __analyzing__ observations/data about external features (e.g., within a grouping, which characteristics are the same and which are different).

1d __citing evidence__ (e.g., prior knowledge, data) __to draw conclusions explaining why organisms are grouped/not grouped together__ (e.g. mammal, bird, and fish). || LS1 (5-6) - 1
 * Students demonstrate understanding of biodiversity by…**

1a recognizing that organisms have different features and __behaviors for meeting their needs to survive__ (e.g., fish have gills for respiration, mammals have lungs, bears hibernate).

|| LS1 (7-8) - 1
 * Students demonstrate understanding of biodiversity by…**

1a __giving examples of adaptations or behaviors that are specific to a niche (role) within an ecosystem.__

1b __explaining how organisms with different structures and behaviors have roles that contribute to each other’s survival and the stability of the ecosystem.__

|| LS1 (9-11) - 1 **Students demonstrate understanding of structure and function-survival requirements by…**

1a __explaining the relationships between and amongst the specialized structures of the cell and their functions__ (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).

1b __explaining that most multicellular organisms have specialized cells to survive, while unicellular organisms perform all survival functions. (e.g. nerve cells communicate with other cells, muscle cells contract, unicellular are not specialized).__


 * Students demonstrate understanding of differentiation by…**

1c __comparing the role of various sub-cellular structures in unicellular organisms to comparable structures in multicellular organisms (e.g. oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms).__

 || **ExampleExtensions**

LS1 (Ext) - 1
 * Students demonstrate understanding of structure and function-survival requirements by**

1aa describing how the malfunction of cell organelles can lead to disease (e.g. “leaky” lysosomes and rheumatoid arthritis)

1bb identify various specialized cells and common unicellular organisms in diagrams, photographs and/or microscopic slides.


 * Students demonstrate understanding of differentiation by…**

1cc describing the origin and nature of stem cells and their potential for curing disease.

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