Objective 3: Describe how interactions among organisms and their environment help shape ecosystems.
Science language that students should use:
—predator-prey, symbiosis, competition, ecosystem, carbon cycle, nitrogen cycle,
—oxygen cycle, population, diversity, energy pyramid, consumers, producers,
—limiting factor, competition, decomposers, food chain, biotic, abiotic, community,
—variable, evidence, inference, quantitative, qualitative.
After reviewing the evaluations of the AFT, the Fordham Foundation, and the Council for Basic Education, Archibald (1998, p. 5) proposed that the evaluation of standards needs a “theory of design for content standards that would link purpose, content and organization.” While this remains an unrealized goal, the committee suggests that a first step in this direction is to derive a set of guidelines for standards that can help identify the essential features that standards should possess. It would be very inefficient for each state to develop such a theory of design on its own. Education policy and research organizations could assist states by bringing together experts and state education leaders to develop guidance on the structure of quality science standards. The U.S. Department of Education also