Primary Connections:

National Science Education Standards (1996)
(National)

• Unifying Concepts and Processes > Evidence, models, and explanation (Grade: K – 12)

ITEA Standards For Technological Literacy (2000)
(National)

• The Nature of Technology > Core concepts of technology (Grade: 6 – 8)
• The Nature of Technology > Core concepts of technology (Grade: 9 – 12)

Secondary Connections:

ITEA Standards For Technological Literacy (2000)
(National)

• The Designed World > Agricultural and related biotechnologies (Grade: 6 – 8)
• The Nature of Technology > Core concepts of technology (Grade: K – 2)

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
• Life Science (Biology) > Adaptations of Living Things (Grade: 3 – 5)

National Science Education Standards (1996)
(National)

• Life Science > Behavior of organisms (Grade: 9 – 12)
• Life Science > Interdependence of organisms (Grade: 9 – 12)
• Life Science > Organisms and environments (Grade: K – 4)
• Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
• Unifying Concepts and Processes > Systems, order, and organization (Grade: K – 12)

References:

ITEA Standards For Technological Literacy (2000)
(National)

• Abilities for a Technological World > Use and maintain technological products and systems (Grade: 6 – 8)

National Science Education Standards (1996)
(National)

• Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
• Unifying Concepts and Processes > Evolution and equilibrium (Grade: K – 12)

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Technology/Engineering > Engineering Design (Grade: 6 – 8)

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Geometry > Specify locations and describe spatial relationships using coordinate geometry and other representational systems (Grade: K – 2)

Primary Connections:

National Science Education Standards (1996)
(National)

• Unifying Concepts and Processes > Evidence, models, and explanation (Grade: K – 12)
  Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements.

ITEA Standards For Technological Literacy (2000)
(National)

• The Nature of Technology > 02.N Core concepts of technology (Grade: 6 – 8)
  Systems thinking involves considering how every part relates to others.
• The Nature of Technology > 02.FF Core concepts of technology (Grade: 9 – 12)
  Complex systems have many layers of controls and feedback loops to provide information.

Secondary Connections:

ITEA Standards For Technological Literacy (2000)
(National)

• The Designed World > 15.I Agricultural and related biotechnologies (Grade: 6 – 8)
  Artificial ecosystems are human-made complexes that replicate some aspects of the natural environment.
• The Nature of Technology > 02.A Core concepts of technology (Grade: K – 2)
  Some systems are found in nature, and some are made by humans.

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
  Make predictions based on observed patterns.
• Life Science (Biology) > 08 Adaptations of Living Things (Grade: 3 – 5)
  Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools).

National Science Education Standards (1996)
(National)

• Life Science > Behavior of organisms (Grade: 9 – 12)
  Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
• Life Science > Interdependence of organisms (Grade: 9 – 12)
  Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• Life Science > Organisms and environments (Grade: K – 4)
  An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
• Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 9 – 12)
  Recognize and analyze alternative explanations and models.
• Unifying Concepts and Processes > Systems, order, and organization (Grade: K – 12)
  The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as "systems." A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback.

References:

ITEA Standards For Technological Literacy (2000)
(National)

• Abilities for a Technological World > 12.K Use and maintain technological products and systems (Grade: 6 – 8)
  Operate and maintain systems in order to achieve a given purpose.

National Science Education Standards (1996)
(National)

• Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
  Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
• Unifying Concepts and Processes > Evolution and equilibrium (Grade: K – 12)
  Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. The general idea of evolution is that the present arises from materials and forms of the past. Although evolution is most commonly associated with the biological theory explaining the process of descent with modification of organisms from common ancestors, evolution also describes changes in the universe. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions: for example, opposite forces are of the same magnitude, or off-setting changes occur at equal rates. Steady state, balance, and homeostasis also describe equilibrium states. Interacting units of matter tend toward equilibrium states in which the energy is distributed as randomly and uniformly as possible.

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Technology/Engineering > 2.6 Engineering Design (Grade: 6 – 8)
  Identify the five elements of a universal systems model: goal, inputs, processes, outputs, and feedback.

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Geometry > 2.3 Specify locations and describe spatial relationships using coordinate geometry and other representational systems (Grade: K – 2)
  find and name locations with simple relationships such as "near to" and in coordinate systems such as maps