Standards for GA

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Alignment to Standards for GA


GradeNumberStandard
1 S1CS4. b changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
1 S1CS4. c Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
1 S1L1. b. Identify the basic needs of an animal√£air(oxygen), water, food, shelter
1 S1L1. d. Compare and describe various animals√£appearance, motion, growth, basic needs.
1 SS1G3 c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
2 S2E3. a. effects that occur in a specific area caused by weather, plants, animals, and/or people.
3 S3CS4. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world.
3 S3E1. d. Determine how water and wind can change rocks and soil over time using observation and research..
3 S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
3 S3L1. d. Explain what will happen to an organism if the habitat is changed.
3 SS3G1b. Identify major mountain ranges of the United States of America: Appalachian, Rocky.
4 S4CS4. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world.
4 S4L1. c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
4 S4L1. d. effects on a population if some of the plants or animals in the community are scarce or if there are too many.
4 S4L2. identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
4 S4L2. a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
5 S5CS4. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their ori
5 S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
5 S5E1. a. Identify surface features caused by constructive processes: deltas, sand dunes, earthquakes, volcanoes, faults
5 S5E1. b. Identify and find examples of surface features caused by destructive processes; erosion, weathering, impact of organisms, earthquake, volcano
5 S5E1. c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Not limited to: Seismological studies, Flood control, (dams, levees, storm drain management, etc.), Beach reclamation
5 S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.
5 S5L2. a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
K SKCS5.A Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
K SKL1. b Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)
K SKL2. Students will compare the similarities and differences in groups of organisms.
K SKL2. a Explain the similarities and differences in animals. (color, size, appearance, etc.)
K SSKG2 a. Differentiate land and water features on simple maps and globes.
K SSKG2 b. Explain that maps and globes show a view from above.
K SSKG2 c. Explain that maps and globes show features in a smaller size.



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