Even so, people frequently interpret benchmarks in terms of their own current understanding of science and the current curriculum of the state, school district, or school. Often, they read extra meanings into benchmarks. Teachers who currently teach evaporation in grades K-2 are even more inclined to interpret the benchmark this way. Later benchmarks build on this observation, and add the idea of air as a gas, to develop the notion of evaporation. On the other hand, some of our workshop participants underestimate what a benchmark requires.
Food provides molecules that serve as fuel and building material for all organisms.
First, plants use the energy from light to make sugar molecules from carbon dioxide and water. This food can be used immediately by the plant or stored for later use. Organisms that eat plants break down the plant structures to obtain the materials and energy they need to survive. Then they are consumed by other organisms. Yes, if the benchmark or learning goal is to inform decisions about the curriculum.