Grade K: SCSS 2.1, 2.2,
2.3, 2.4, 2.5
Grade 2: SCSS 2.1, 2.2, 2.5
Grade 4: SCSS 2.1
Grade 5: SCSS 2.4, 2.5
Grade 6: SCSS 3.1, 3.2, 3.3, 3.5
Grade 7: SCSS 4.1, 4.2, 4.3
Kindergarten Science
Characteristics of Organisms
Standard K-2: The student will demonstrate an understanding of the
characteristics of organisms. (Life Science)
Indicators:
2.1 Recognize what organisms need to stay alive
(including air, water, food, and shelter).
2.2 Identify examples of organisms and nonliving
things.
2.3 Match parents with their offspring to show that
plants and animals closely resemble their parents.
2.4 Compare individual examples of a particular type of
plant or animal to determine that there are differences among individuals.
2.5 Recognize that all organisms go through stages of
growth and change called life cycles.
Grade 2 Science
Animals
Standard 2-2: The student will demonstrate an understanding of the
needs and characteristics of animals as they interact in their own distinct
environments. (Life Science)
Indicators:
2.1 Recall the basic needs of animals (including air, water, food,
and shelter) for energy, growth, and protection.
2.2 Classify animals (including mammals, birds, amphibians,
reptiles, fish, and insects) according to their physical characteristics.
2.5 Illustrate the various life cycles of animals (including
birth and the stages of development).
Grade 4 Science
Organisms and Their Environments
Standard 4-2: The student will demonstrate an understanding of the
characteristics and patterns of behavior that allow organisms to survive
in their own distinct environments. (Life Science)
Indicators:
2.1 Classify organisms into major groups (including plants or animals,
flowering or non-flowering plants, and vertebrates [fish, amphibians, reptiles,
birds, and mammals] or invertebrates) according to their physical characteristics.
Grade 5 Science
Ecosystems: Terrestrial and Aquatic
Standard 5-2: The student will demonstrate an understanding of relationships
among biotic and abiotic factors within terrestrial and aquatic ecosystems.
(Life Science)
Indicators:
2.4 Identify the roles of organisms as they interact and depend
on one another through food chains and food webs in an ecosystem, considering
producers and consumers (herbivores, carnivores, and omnivores), decomposers
(microorganisms, termites, worms, and fungi), predators and prey, and parasites
and hosts.
2.5 Explain how limiting factors (including food, water,
space, and shelter) affect populations in ecosystems.
Grade 6 Science
Structures, Processes, and Responses of Animals
Standard 6-3: The student will demonstrate an understanding of structures,
processes, and responses of animals that allow them to survive and reproduce.
(Life Science)
Indicators:
3.1 Compare the characteristic structures of invertebrate animals
(including sponges, segmented worms, echinoderms, mollusks, and arthropods)
and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).
3.2 Summarize the basic functions of the structures
of animals that allow them to defend themselves, to move, and to obtain
resources.
3.3 Compare the response that a warm-blooded (endothermic)
animal makes to a fluctuation in environmental temperature with the response
that a cold-blooded (ectothermic) animal makes to such a fluctuation.
3.5 Illustrate animal behavior responses (including
hibernation, migration, defense, and courtship) to environment stimuli.
Grade 7 Science
Ecology: The Biotic and Abiotic Environment
Standard 7-4: The student will demonstrate an understanding of how
organisms interact with and respond to the biotic and abiotic components
of their environment. (Earth Science, Life Science)
Indicators:
4.1 Summarize the characteristics of the levels of organization
within ecosystems (including populations, communities, habitats, niches,
and biomes).
4.2 Illustrate energy flow in food chains, food webs,
and energy pyramids.
4.3 Explain the interaction among changes in the environment
due to natural hazards (including landslides, wildfires, and floods),
changes in populations, and limiting factors (including climate and the
availability
of food and water, space, and shelter).
|
Grade K: SKL1 b / SKL2
a, c
Grade 2: S2L1 a
Grade 4: S4L2 a
Grade 5: S5L1 a
Kindergarten Science
SKL1: Students will sort living organisms and non-living materials
into groups by observable physical attributes.
Indicator:
b. Group animals according to their observable features such as appearance,
size, motion, where it lives, etc. (for example: A green frog has four
legs and hops. A rabbit also hops.).
SKL2: Students will compare the similarities and differences
in groups of organisms.
Indicators:
a. Explain the similarities and differences in animals (color, size,
appearance, etc.).
c. Recognize the similarities and differences between a parent and
a baby.
Grade 2 Science
S2L1: Students will investigate the life cycles of different living
organisms.
Indicator:
a. Determine the sequence of the life cycle of common animals in your
area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken,
an
amphibian such as a frog, and an insect such as a butterfly.
Grade 4 Science
S4L2: Students will identify factors that affect the survival or extinction
of organisms such as adaptation, variation of behaviors (hibernation), and
external features (camouflage and protection).
Indicator:
a. Identify external features of organisms that allow them to survive
or reproduce better than organisms that do not have these features (for example:
camouflage,
use of hibernation, protection, etc.).
Grade 5 Science
S5L1: Students will classify organisms into groups and relate how
they determined the groups with how and why scientists use classification.
Indicators:
a. Demonstrate how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird,
and mammal).
|
