Iowa Academic Standards for Science:
The Power of Pollinators

The Power of Pollinators module helps to fulfill the following standards in the Iowa Academic Standards for Science:

Kindergarten

K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS3-1
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-ESS3-3
Communicate solutions that will improve sustainability of the land, water, air, and/or other living things in the local environment.

Second Grade

2-LS2-2
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.

Third Grade

3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common: birth, growth, reproduction, and death.

3-LS4-3
Construct an argument with evidence that in a particular habitat, some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Fourth Grade

4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Fifth Grade

5-ESS3-1
Obtain and combine information about ways individuals and communities use science ideas to protect the Earth’s resources and environment.

Seventh Grade

7-LS1-4
Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

7-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

7-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

7-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

7-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Eighth Grade

 8-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

8-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

High School

HS-LS2-6
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7
Design, evaluate, and refine a solution for increasing environmental sustainability and biodiversity.

HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-ESS3-4
Evaluate or refine a technological solution that reduces society’s influence on natural systems.