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Alignment to Standards for AZ
| Grade | Number | Standard |
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| 1 |
PO 1 |
Identify ways humans adapt to their environment (e.g., clothing, housing, crops). |
| 1 |
PO 2 |
Identify similarities and differences between animals and their parents. |
| 1 |
PO 2 |
Compare the following observable features of living things: movement – legs, wings, protection – skin, feathers, tree bark, respiration – lungs, gills, support – plant stems, tree trunks, |
| 1 |
PO 3 |
Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals. |
| 2 |
PO 1 |
Identify animal structures that serve different functions (e.g., sensory, defense, locomotion). |
| 3 |
PO 1 |
Identify adaptations of plants and animals that allow them to live in specific environments. |
| 3 |
PO 2 |
beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides). |
| 3 |
PO 4 |
Describe how plants and animals cause change in their environment. |
| 4 |
PO 1 |
natural events and human activities have positive and negative impacts on environments |
| 4 |
PO 1 |
Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. |
| 4 |
PO 1 |
Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. |
| 4 |
PO 2 |
Give examples of adaptations that allow plants and animals to survive. camouflage – horned lizards, coyotes, mimicry – Monarch and Viceroy butterflies, physical – cactus spines, mutualism – species of acacia that harbor ants, which repel other harmful ins |
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