Grade 1: SCSS 2.1, 2.3, 2.5, 2.6
Grade 3: SCSS 2.2, 2.3. 2.4, 2.5
Grade 4: SCSS 2.2, 2.5, 2.6
Grade 5: SCSS 2.2, 2.3, 2.4, 2.5
Grade 6: SCSS 2.3, 3.1, 3.2, 3.3
Grade 7: SCSS 4.1, 4.2
Grade 1 Science
Plants
Standard 1-2: The student will demonstrate an understanding of the
special characteristics and needs of plants that allow them to survive in their
own distinct environments. (Life Science)
Indicators:
2.1 Recall the basic needs of plants (including air, water, nutrients,
space, and light) for energy and growth.
2.3 Classify plants according to their characteristics
(including what specific type of environment they live in, whether
they have edible parts, and what particular kinds of physical traits
they have.)
2.5 Explain how distinct environments throughout
the world support the life of different types of plants.
2.6 Identify characteristics of plants (including
types of stems, roots, leaves, flowers, and seeds) that help them
survive in their own distinct environments.
Grade 3 Science
Habitats and Adaptations
Standard 3-2: The student will demonstrate an understanding of the
structures, characteristics, and adaptations of organisms that allow them to
function and survive within their habitats. (Life Science)
Indicators:
2.2 Explain how physical and behavioral adaptations allow organisms
to survive (including hibernation, defense, locomotion, movement, food obtainment,
and camouflage for animals and seed dispersal, color, and response to light
for plants).
2.3 Recall the characteristics of an organism’s
habitat that allow the organism to survive there.
2.4 Explain how changes in the habitats of plants
and animals affect their survival.
2.5 Summarize the organization of simple food
chains (including the roles of producers, consumers, and decomposers).
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:
2.2 Explain how the characteristics of distinct environments (including
swamps, rivers and streams, tropical rain forests, deserts, and the polar regions)
influence the variety of organisms in each.
2.5 Explain how an organism’s patterns of
behavior are related to its environment (including the kinds and
the number of organisms present, the availability of food and other
resources, and the physical characteristics of the environment).
2.6 Explain how organisms cause changes in their
environment.
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:
2.2 Summarize the composition of an ecosystem, considering both biotic
factors (including populations to the level of microorganisms and communities)
and abiotic factors.
2.3 Compares the characteristics of different
ecosystems (including estuaries/salt marshes, oceans, lakes and
ponds, forests, and grasslands).
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 Plants
Standard 6-2: The student will demonstrate an understanding of structures,
processes, and responses of plants that allow them to survivc and reproduce.
(Life Science)
Indicators:
2.3 Compare the characteristic structures of various groups of plants
(including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing,
and monocot or dicot).
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 survivc and reproduce.
(Life Science)
Indicators:
3.1 Compare the characteristic structures of invertebrate animals
(including sponges, segmeented worms, echinoderms, mollusks, and arthropds)
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 fuctuation in environmental temperature with
the response that a cold blooded (ectothermic) animal makes to
such a fluctuation.
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).
4.6 Classify resources as renewable or nonrenewable
and explain the implications of their depletion and the importance
of conservation. |
Grade 1: S1L1 a,
b, c
Grade 2: S2L1 b, d
Grade 3: S3L1 a, b, d
Grade 4: S4L1 a, b, c, d
Grade 7: S7L4 a, b, c, d
Grade 1 Science
S1L1: Students will investigate the characteristics and basic needs
of plants and animals.
Indicators:
a. Identify the basic needs of a plant.
Air, Water, Light, Nutrients
b. Identify the basic needs of an animal.
Air, Water, Food, Shelter
c. Identify the parts of a plant—root, stem, leaf, and flower.
Grade 2 Science
S2L1: Students will investigate the life cycles of different living
organisms.
Indicators:
b. Relate seasonal changes to observations of how a tree changes throughout
a school year.
d. Identify fungi (mushrooms) as living organisms.
Grade 3 Science
S3L1: Students will investigate the habitats of different organisms
and the dependence of organisms on their habitat.
Indicators:
a. Differentiate between habitats of Georgia (mountains, marsh/swamp,
coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive
in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Grade 4 Science
S4L1: Students will describe the roles of organisms and the flow of
energy within an ecosystem.
Indicators:
a. Identify the roles of producers, consumers, and decomposers in
a community.
b. Demonstrate the flow of energy through a food web/food chain beginning
with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community
(ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals
in the community are scarce or if there are too many.
Grade 7 Science
S7L4: Students will examine the dependence of organisms on one another
and their environments.
Indicators:
a. Demonstrate in a food web that matter is transferred from one organism
to another and can recycle between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy and
that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the
survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive
or mutually beneficial.
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