Standards for MS

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Alignment to Standards for MS


GradeNumberStandard
1 1)3.b. Identify Earth landforms and bodies of water (e.g., continents, islands, peninsulas, oceans, rivers, lakes, ponds, creeks).
1 1)3.e. basic needs of plants and animals and recognize that plants and animals both need to take in water, animals need food, and plants need light.
1 SS 1)3. use social studies tools (e.g., timelines, bar graphs, pictographs, globes, school maps, etc.). (C, H, G, E)
1 SS 1)5.a Identify settings of read-aloud stories as geographic locations
2 2)3.c. cause/effect relationships when basic needs of plants and animals are met and when they are not met.
2 2)3.e.2 Investigate and explain the interdependence of plants and animals: Predator-prey relationships
2 2)4.b. Describe the three layers of the Earth.
2 2)4.d. Distinguish how actions or events related to the Earthês environment may be harmful or helpful.
2 SS 2)3. use social studies tools (e.g., timelines, compass, maps, globes, graphs, etc.). (C, H, G, E)
3 3)3.a. diverse life forms (including vertebrates and invertebrates) that live in different environments (e.g., deserts, tundras, forests, grasslands, taigas, wetlands) and the structures that serve different functions in their survival (e.g.
3 3)3.c. relationships between the basic needs of different organisms and discern how adaptations enable an organism to survive in a particular environment.
3 3)3.e. Recall that organisms can survive only when in environments (deserts, tundras, forests, grasslands, taigas, wetlands) in which their needs are met and interpret the interdependency of plants and animals within a food chain, including producer, consumer, d
3 3)4.b. Compare and contrast changes in the Earthês surface that are due to slow processes (erosion, weathering, mountain building) and rapid processes (landslides, volcanic eruptions, earthquakes, floods, asteroid collisions).
3 SS 3)3. use social studies tools (e.g., timelines, maps, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E)
3 SS 3)3.a Use maps and globes to find relative and absolute locations in regard to different communities (e.g., spatial perspective, longitude, latitude, etc.).
3 SS 3)3.f Identify all cardinal and intermediate directions.
3 SS 3)5.b Compare/contrast animals/habitats from different countries (elephants, lions, zebras, desert, savannah, etc.).
4 4)3.a.1 Observable traits due to inherited or environmental adaptations
4 4)3.a.2 Variations in environment (over time and from place to place)
4 4)3.c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment.
4 4)3.c.2 Plant or animal structures that serve different functions in growth, adaptation, and survival
4 4)4.b.1 Compare and contrast Earthês geological features: Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps
4 4)4.b.2 Compare and contrast Earthês geological features: External forces including heat, wind, and water
4 4)4.b.3 Compare and contrast Earthês geological features: Movement of continental plates
4 SS 4)3. use social studies tools (e.g., timelines, maps, primary sources, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E)
5 5)3.a. diversity of organisms due to adaptations to show how organisms have evolved as a result of environmental changes.
5 5)3.a.2 Adaptations that increase an organismês chances to survive and reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales)
5 5)4.b. Explain how surface features caused by constructive processes (e.g., depositions, volcanic eruptions, earthquakes) differ from destructive processes (e.g., erosion, weathering, impact of organisms).
K K)3.a Group animals and plants by their physical features (e.g., size, appearance, color).



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