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Alignment to Standards for OK
| Grade | Number | Standard |
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| 1 |
SS-1)3.1. |
choices in behavior and action are related to consequences and have an impact upon the student himself/herself and others. |
| 2 |
SC-2)2:1. |
Plants and animals have life cycles that include developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. |
| 2 |
SS-2)3.3. |
Explain and demonstrate good citizenship: obeying classroom rules, taking turns, showing respect for others and their belongings |
| 3 |
SC-3)2:1. |
Plants and animals have features (i.e., breathing structures, limbs, skin covering, seed dispersal, roots, stems, and leaves) that help them live in environments such as air, water, or land. |
| 3 |
SC-3)2:2. |
Each plant or animal has different structures that serve different functions in growth and survival (i.e., the way it moves, type of food it needs, and where it lives). |
| 4 |
SC-4)3:2. |
Living organisms can be classified using various characteristics (e.g., habitats, anatomy, behaviors). |
| 4 |
SC-4)3:3. |
Many observable characteristics of an organism, such as the color of flowers or the number of limbs on an animal, are inherited from the parents of the organisms. |
| 5 |
SC-5)2:1. |
Organisms depend on each other for food, shelter, and reproduction. |
| K |
SC-K)2.2. |
Observe and describe the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken). |
| K |
SC-K)2.3. |
Observe and describe how animals move (e.g., walk, crawl, hop, fly). |
| PK |
SC-PK)3.2. |
Demonstrates a beginning awareness of the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken). |
| PK |
SC-PK)3.3. |
an interest and respect for the plant and animal life around them. |
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