| Grade | Number | Standard |
|---|
| 1 |
C&G-1)3.D.2 |
Explain and apply “good citizenship” traits within the school and community using the elements of fair play, good sportsmanship, the idea of treating others the way you want to be treated, and being trustworthy. |
| 1 |
GEO-1)2.A.1 |
Understand maps and globes as representations of places and phenomena. |
| 1 |
SC-1)2.2.1.2. |
living organisms inhabit various environments and have various external features to help them satisfy their needs (e.g., leaves, legs, claws). |
| 1 |
SC-1)2.2.1.3. |
differences and similarities among living organisms (e.g., plants, animals). |
| 1 |
SC-1)2.2.1.4. |
living organisms (e.g., plants, animals) have predictable but varied life cycles. |
| 1 |
SC-1)2.2.2.2. |
differences between mature and immature plants and animals (e.g., trees/seedlings, dogs/puppies, cats/kittens). |
| 1 |
SC-1)2.2.3.3. |
some parts of human bodies differ from similar parts of other animals (hands and feet/paws; ears). |
| 1 |
SC-1)3.1.1.4. |
Know that men and women of all ethnic and social backgrounds practice science and technology. |
| 2 |
GEO-2)2.A.1. |
Use a variety of maps to locate specific places and regions. |
| 2 |
GEO-2)2.D.1 |
Describe the physical processes that affect the Earth’s features |
| 2 |
SC-2)2.2.2.1. |
stages of the life cycle are different for different animals (e.g., mouse, cat, horse, butterfly, frog). |
| 3 |
GEO-3)2.A1 |
Identify and use the mapping tools of scale, compass rose, grid, symbols, and mental mapping to locate and draw places on maps and globes. |
| 3 |
SC-3)2.2.1.1. |
an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms). |
| 3 |
SC-3)2.2.1.2. |
plants and animals have structures that serve different functions (e.g., shape of animals’ teeth). |
| 3 |
SC-3)2.2.1.3. |
Classify common animals according to their observable characteristics (e.g., body coverings, structure). |
| 3 |
SC-3)2.3.2.1. |
Know that Earth’s features are constantly changed by a combination of slow and rapid processes that include the action of volcanoes, earthquakes, mountain building, biological changes, erosion, and weathering. |
| 4 |
SC-4)2.2.1.1. |
different living organisms have distinctive structures and body systems that serve specific functions (e.g., walking, flying, swimming). |
| 4 |
SC-4)2.2.2.1. |
in any particular environment some kinds of plants and animals survive well, some survive less well, and others cannot survive at all. |
| 4 |
SC-4)2.2.2.2. |
a change in physical structure or behavior can improve an organism’s chance of survival (e.g., a chameleon changes color, a turtle pulls its head into its shell, a plant grows toward the light). |
| 4 |
SC-4)2.2.2.3. |
living organisms have developed characteristics to improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks). |
| 4 |
SC-4)3.1.1.4. |
Know that both men and women of all races and social backgrounds choose science as a career. |
| K |
C&G-K)3.D.2a |
Explain what is meant by “good citizenship |
| K |
EC-K)4.B.2 |
Understand the importance of jobs. |
| K |
SC-K)2.2.1.1. |
major structures of common livings organisms (e.g., stems, leaves, and roots of plants; arms, wings, and legs of animals). |
| K |
SC-K)2.2.2.1. |
similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals). |
| K |
SC-K)2.2.2.2. |
living organisms (e.g., plants, animals) closely resemble their parents. |
