• As a result of the activities, all students should develop an understanding about scientific inquiry.
• As a result of the activities, all students should develop an understanding of population and ecosystems.
• As a result of the activities, all students should develop an understanding of diversity and adaptations of organisms.
• As a result of the activities, all students should develop an understanding of change, constancy and measurement.

NCTM Curriculum and Evaluation Standards for School Mathematics

New Jersey Core Curriculum Content Standards

• 4.9: All Students Will Develop an Understanding of and Will Use Measurement to Describe and Analyze Phenomena.
• 4.11: All Students Will Develop an Understanding of Patterns, Relationships, and Functions and Will Use Them to Represent and Explain Real-World Phenomena.
• 5.1: All Students Will Learn to Identify Systems of Interacting Components and Understand How Their Interactions Combine to Produce the Overall Behavior of the System.
• 5.2: All Students Will Develop Problem-Solving, Decision-Making and Inquiry Skills, Reflected by Formulating Usable Questions and Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting and Analyzing Data, Drawing Conclusions, and Communicating Results.
• 5.4: All Students Will Develop an Understanding of Technology as an Application of Scientific Principles.
• 5.6: All Students Will Gain an Understanding of the Structure, Characteristics, and Basic Needs of Organisms.
• 5.12: All Students Will Develop an Understanding of the Environment as a System of Interdependent Components Affected by Human Activity and Natural Phenomena.
  
• Workplace Readiness:
• Standard 2: All students will use technology, information and other tools.
• Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.

New York State Learning Standards

• Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
• Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
• Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
• Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Ohio Proficiency Outcomes

• Create and use categories to organize a set of objects, organisms or phenomena.
• Select instruments to make observations and/or organize observations of an event, object, or organism.
• Use a simple key to classify objects, organisms, and/or phenomena.
• Evaluate a simple procedure to carry out an exploration.
• Identify and/or describe the relationship between human activity and the environment.
• Demonstrate an understanding of the basic needs of living things.
• Identify ways in which organisms react to changing environments.
• Make inferences from observations of phenomena and/or events.
• Evaluate conclusions based on scientific data.
• Analyze the impacts of human activity on the ecosystems of the earth.
• Devise a classification scheme for a set of objects or a group of organisms.
• Organize data, identify patterns and trends.
• Draw conclusions and/or recognize a conceptual model based on a given set of data.
• Select a device and report data in appropriate units for a specific measurement.
• Make inferences about the causes of variation in experimental results.
• Predict the effect on an ecosystem due to a given or proposed environmental change.
• Recognize and propose explanations for patterns of changes through time.
• Select the best experimental design to evaluate a given hypothesis.
• Develop a dichotomous key to classify objects or organisms.
• Decompose, combine, order, and compare numbers
• Make or use table to record and sort information (in a problem solving setting using simple and complex patterns in nature, art, or poetry as setting) and make identifications, comparisons, and predictions from tables, picture graphs, bar graphs, and labeled picture maps.
• Identify needed and given information in a problem situation, as well as irrelevant information.
• Validate and/or generalize solutions and problem-solving strategies.
• Collect data, create a table, picture graph, bar graph, circle graph, or line graph, and use them to solve application problems.
• Read the scale on a measurement device to the nearest mark and make interpolations where appropriate.
• Organize data into tables, charts, and graphs.
• Read, interpret, and use tables and graphs to identify patterns, note trends, draw conclusions, and make predictions.

Florida Sunshine State Standards

• The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
• The student understands the need for protection of the natural systems on Earth.
• The student understands the competitive, interdependent, cyclic nature of living things in the environment.
• The student understands the consequences of using limited natural resources.
• The student uses the scientific processes and habits of mind to solve problems.
• The student understands that most natural events occur in comprehensible, consistent patterns.
• The student understands that science, technology, and society are interwoven and interdependent.
• The student measures quantities in the real world and uses the measures to solve problems.
• The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).
• The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.
• The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions.
• The student understands and uses the tools of data analysis for managing information.

Arizona Science Standards and Performance Objectives

• 1SC-E1: Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions.
• 1SC-E3: Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations.
• 1SC-E4: Identify and refine questions from previous investigations.
• 1SC-P1: Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations.
• 1SC-P2: Compare observations of the real world to observations of a constructed model (e.g. aquarium, terrarium, volcano).
• 1SC-P3: Analyze and evaluate reports of scientific studies.
• 1SC-P6: Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings.
• 2SC-E3: Provide different explanations for a phenomenon; defend and refute the explanations.
• 2SC-E5: Explain how scientific theory, hypothesis generation and experimentation are interrelated.
• 3SC-P4: Identify and describe the basic processes of the natural ecosystems and how these processes affect, and are affected by, humans.
• 4SC-E1: Construct classification systems based on the structure of organisms.
• 4SC-P6: Describe and explain how the environment can affect the number of species and the diversity of species in an environment.
• 5SC-E1: Examine, describe, compare, measure, and classify objects and mixtures of substances based on common physical and chemical properties (e.g. states of matter, mass, volume, electrical charge, density, boiling points, pH, magnetism, solubility).
• 6SC-E7: Describe the composition and physical characteristics of the earth's bodies of water.
• 6SC-P5: Identify, investigate and predict the factors that influence the quality of water and how it can be reused, recycled and conserved.
• 6SC-P7: Investigate, analyze and evaluate the factors that may influence weather; describe their effects on the environment and daily activities on earth.

Phoenix Urban Systemic Initiative K-12 Unitary Science Curriculum

• 8.SI.1: Demonstrates abilities to do scientific inquiry.
• 8.SI.2: Demonstrates an understanding about the nature of science and scientific inquiry.
• 8.SI.3: Develops and uses scientific attitudes and habits of mind.
• 8.SI.4: Participates in laboratory experiences/hands-on learning by appropriately using instruments and materials of science.
• 8.P.1: Demonstrates an understanding of the science and technology that they encounter in their daily lives.
• 8.SP.1 Demonstrates an understanding that science and technology influence society which in turn, affects the progress of science and technology.
• 8.SP.2 Demonstrates ability to make informed decisions involving the impact of science and technology on society and the environment.
• 8.SM.LS.PE Populations and ecosystems
• 8.SM.LS.DA Diversity and adaptations of organisms
• 12.SI.1: Abilities necessary to do scientific inquiry
• 12.SI.2: Understanding about scientific inquiry
• 12.SPS.4 Environmental quality
• 12.SPS.5 Natural and human-induced hazards
• 12.SPS.6 Science and technology in local, national, and global challenges
• 12.LS.3 Biological evolution
• 12.LS.4 The interdependence of organisms
• 12.LS.5 Matter, energy and organization in living systems