Primary Connections:

National Science Education Standards (1996)
(National)

• Unifying Concepts and Processes > Evolution and equilibrium (Grade: K – 12)
• Life Science > Biological evolution (Grade: 9 – 12)
• Life Science > Biological evolution (Grade: 9 – 12)
• Life Science > Biological evolution (Grade: 9 – 12)

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

• Biology > Evolution and Biodiversity (Grade: 9 – 10)
• Biology > Evolution and Biodiversity (Grade: 9 – 10)
• Biology > Evolution and Biodiversity (Grade: 9 – 10)

Secondary Connections:

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

• Life Science (Biology) > Evolution and Biodiversity (Grade: 6 – 8)

National Science Education Standards (1996)
(National)

• Life Science > Behavior of organisms (Grade: 9 – 12)
• Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
• Life Science > Biological evolution (Grade: 9 – 12)
• Life Science > Biological evolution (Grade: 9 – 12)
• History and Nature of Science > Nature of scientific knowledge (Grade: 9 – 12)

References:

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

• Biology > Evolution and Biodiversity (Grade: 9 – 10)

Primary Connections:

National Science Education Standards (1996)
(National)

• 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.
• Life Science > Biological evolution (Grade: 9 – 12)
  The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.
• Life Science > Biological evolution (Grade: 9 – 12)
  Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
• Life Science > Biological evolution (Grade: 9 – 12)
  Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

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

• Biology > 5.2 Evolution and Biodiversity (Grade: 9 – 10)
  Illustrate how genetic variation is preserved or eliminated from a population through Darwinian natural selection (evolution) resulting in biodiversity.
• Biology > 5.1 Evolution and Biodiversity (Grade: 9 – 10)
  Explain how the fossil record, comparative anatomy, and other evidence support the theory of evolution.
• Biology > 5.0 Evolution and Biodiversity (Grade: 9 – 10)
  Broad Concept: Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments.

Secondary Connections:

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

• Life Science (Biology) > 10 Evolution and Biodiversity (Grade: 6 – 8)
  Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.

National Science Education Standards (1996)
(National)

• Life Science > Behavior of organisms (Grade: 9 – 12)
  Like other aspects of an organism's biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles.
• Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
  Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
• Life Science > Biological evolution (Grade: 9 – 12)
  Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.
• Life Science > Biological evolution (Grade: 9 – 12)
  The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
• History and Nature of Science > Nature of scientific knowledge (Grade: 9 – 12)
  Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts. In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be greatest.

References:

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

• Biology > 5.3 Evolution and Biodiversity (Grade: 9 – 10)
  Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.). [Note: there is an ongoing scientific debate about the number of kingdoms and which organisms should be included in each. The following websites provide more information: Brave New Biosphere whyfiles.org/022critters/phylogeny.html, and The Tree of Life Project Root Page phylogeny.arizona.edu/tree/life.html.]