Biological Structure and Function

This paper can be used with CTS sections II and IV to explore young children's conceptions about whether something is living. Recommendations are provided for teaching strategies that focus on conceptual change.

This assessment probe can be used with CTS Section IV. This probe targets student ideas related to cells. The probe can be used to examine student work related to the idea that the size of a typical cell is not determined by the size of the organism. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.

These cell lessons can be used by professional developers who are using CTS sections II,III, and V, to help teachers apply CTS to design of instruction. The lesson clearly shows how a careful study of the benchmarks, combined with principles of teaching and learning, can lead to development of lessons that are well-aligned with learning goals. This particular example illustrates how two CTS guides (Cells and Systems) can be used to design instruction.

Supplements to CTS: Section I- An ecologist describes what happens to energy as it flows through a community and distinguishes between energy and matter. A distinction is made between energy and matter and how both relate to food. Scientists describe the key role of photosynthesis and respiration to the energy needs of organisms. A visit to a compost research facility looks at decomposers and their role in energy flow. Section II- Dr. Herbert Their discusses the importance of building understandings of community-level phenomena in elementary grades.

These assessment probes can be used with CTS Section IV.These probes target student ideas related to how food is made and used in a plant The probes can be used to examine student work related to the biological concept of food and the transformation of matter that is involved when food is made or used. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.