Alignment to Standards for KS
| Grade | Number | Standard |
|---|---|---|
| 1 | SS-GEO.1-5.1. | ways people depend on the physical environment to meet needs and wants (e.g., water, food, fuel). |
| 4-Mar | SC-3-4.2. | compare, describe, and sort and classify materials (used daily) by observable properties. |
| 4-Mar | SC-3-4.2.1.1. | observes properties of objects and measures those properties using appropriate tools. |
| 4-Mar | SC-3-4.2.1.2. | describes and classifies objects by more than one property. |
| 4-Mar | SC-3-4.4. | observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations. |
| 4-Mar | SC-3-4.4.1. | The student will develop an understanding of the properties of earth materials. |
| 4-Mar | SC-3-4.4.1.1. | collects, observes properties, and classifies a variety of earth materials in his/her environment. |
| 5 | SS-GEO.5-3.1. | identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, water power, forests, solar and wind power). |
| K-2 | SC-K-2.1.11. | identifies properties of objects. |
| K-2 | SC-K-2.1.12. | classifies and arranges groups of objects by a variety of properties, one property at a time. |
| K-2 | SC-K-2.2.11. | observes properties of objects and measures or describes those properties using age-appropriate tools and materials. |
| K-2 | SC-K-2.2.12. | separates or sorts a group of objects or materials by properties. |
| K-2 | SC-K-2.4.1. | The student will describe properties of earth materials. |
| K-2 | SC-K-2.4.1.1. | observes, compares, and sorts earth materials (includes rocks) |
| K-4 | EESK-K-4-2.1.2. | group plants/animals by structures and basic needs (food, water, shelter, space, air, and sunlight). |
| K-4 | EESK-K-4-3.3.3. | identify natural resources used to develop a variety of products. |
| K-4 | EESK-K-4-3.3.5. | identify resources from the environment which meet the needs and wants of a population. |
