---
title: "SBO1: Plant Structure-Function Relationships (Georgia Science standard)"
code: SBO1
cite_as: Georgia Standards of Excellence, Science, SBO1
subject: science
grades:
  - high-school
language: en
canonical_url: https://georgiahomeroom.org/standards/code/SBO1
md_url: https://georgiahomeroom.org/standards/code/SBO1.md
alternate_language_url: https://georgiahomeroom.org/es/standards/code/SBO1.md
source_url: https://case.georgiastandards.org/ims/case/v1p1/CFDocuments/27a08dc6-416e-11e7-ba71-02bd89fdd987
source_last_changed: 2025-05-29
data_built: 2026-09-18
publisher: Georgia Homeroom, a free public-interest project of Georgia Civic Data. Not affiliated with or endorsed by the Georgia Department of Education or any school district.
up: https://georgiahomeroom.org/standards/science/high-school.md
index: https://georgiahomeroom.org/standards/index.md
---

# SBO1: Plant Structure-Function Relationships

Obtain, evaluate, and communicate information to analyze the nature of the relationships between plant morphological structures and anatomical structures, functions, and processes.

- Subject: Science
- Appears in: High School, https://georgiahomeroom.org/standards/science/high-school.md

## Expectations

- **SBO1.a**: Ask questions to investigate and provide explanations about the basic plant structures (i.e., major organs, tissues, and cells) in relation to their functions. (Clarification statement: Instruction for plant structures and functions should address how plastic or rigid these can be in plants.)
- **SBO1.b**: Construct an explanation supported by evidence relating plant structures to plant processes (photosynthesis, respiration, transport, growth, reproduction, and dispersal). (Clarification statement: Instruction should focus on understanding major processes such as light and dark reactions of photosynthesis, Glycolysis, Krebs Cycle, Electron Transport Chain, upward movement of water and nutrients (ascent of sap), movement of food, growth forms, vegetative and sexual reproduction, seed dispersal mechanisms, and how morphological and anatomical structures support these processes.)
- **SBO1.c**: Develop and use a model to trace the origin of changes of major plant structures and organs through geological time, in response to major changes in the environment (i.e., development of vascular tissues, change from spores to seed formers).
- **SBO1.d**: Construct an explanation about the coevolution of plant morphological and anatomical structures with animals (i.e., pollination), Rhizobium (i.e., nitrogen fixation), and Mycorrhiza (i.e., fungi in rhizosphere). (Clarification statement: In addressing pollination, be aware that students may have a misconception that insects are the sole source of pollination. Vertebrates, wind, fire and water also play a part. While not all are examples of coevolution, they represent reproductive/dispersal strategies and advancements by some plant groups.)
- **SBO1.e**: Use mathematical models to predict the effect of hormones on structural growth of a plant in response to an external stimulus. (Focus on phototropism, geotropism, and thigmotropism).

## Georgia Milestones coverage

No Georgia Milestones blueprint cites this standard.

Source: Georgia Standards of Excellence, published by the Georgia Department of Education at case.georgiastandards.org.