Standards for MD

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Alignment to Standards for MD

1 SC-1.3.0.A.1. Compare and explain how external features of plants and animals help them survive in different environments.
1 SC-1.3.0.A.1.b Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs.
1 SC-1.3.0.A.1.c an organisms external features contribute to its ability to survive in an environment.
1 SC-1.3.0.B.2. Provide evidence that all organisms are made of parts that help them carry out the basic functions of life.
1 SC-1.3.0.C.2. Recognize that all living things have offspring, usually with two parents involved.
1 SC-1.3.0.C.2.a Examine a variety of living things and their offspring and describe what each parent and offspring looks like.
1 SC-1.3.0.E.1. Describe some of the ways in which animals depend on plants and on each other.
1 SS-1.3.0.B.1. Describe places in the environment using geographic characteristics
1 SS-1.3.0.B.1.a Identify and describe physical characteristics of a place (physical features, climate, vegetation and animal life)
2 SC-2.3.0.C.1. Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
2 SC-2.3.0.C.1.c Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
2 SC-2.3.0.C.1.d Provide examples, using observations and information from readings that life cycles differ from species to species.
2 SC-2.3.0.F.1. Explain that organisms can grow and survive in many very different habitats.
2 SC-2.3.0.F.1.a Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.
2 SC-2.3.0.F.1.b Explain that organisms live in habitats that provide their basic needs: Food, Water, Air, Shelter
2 SC-2.6.0.B.1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment.
2 SC-2.6.0.B.1.a Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment.
2 SS-2.3.0.B.1. Classify places and regions in an environment using geographic characteristics
2 SS-2.3.0.B.1.b Describe and classify regions using climate, vegetation, animal life, and natural/physical features
2 SS-2.3.0.D.1.b Describe how and why people protect or fail to protect the environment
3 SS-3.3.0.D.1.b Describe why and how people make decisions about protecting the environment
3,4,5 SC-3-5.1.0.C.1.e Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
4 SC-4.3.0.A.1. Explain how animals and plants can be grouped according to observable features.
4 SC-4.3.0.A.1.b Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.
4 SC-4.3.0.A.1.c Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.
4 SC-4.3.0.A.1.d Describe what classifying tells us about the relatedness among the animals or plants placed within any group.
4 SC-4.3.0.D.1.a Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce.
4 SC-4.3.0.F.1.a Explain ways that individuals and groups of organisms interact with each other and their environment.
4 SC-4.3.0.F.1b Identify and describe the interactions of organisms present in a habitat: Competition for space, food, and water
4 SC-4.3.0.F.1c Identify and describe the interactions of organisms present in a habitat: Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
5 SC-5.3.0.A.1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.
5 SC-5.3.0.E.1. Recognize that some source of energy is needed for all organisms to grow and survive.
5 SC-5.3.0.E.1.d some insects and various other organisms depend on dead plant and animal material for food.
K SC-K.3.0.C.1. Observe, describe and compare the life cycles of different kinds of animals and plants.
K SC-K.3.0.C.1.a Identify and draw pictures that show what an animal (egg to frog) and a plant (seed to tree) looks like at each stage of its life cycle.
K SC-K.3.0.C.1.b Describe and compare the changes that occur in the life cycle of two different animals, such as a frog and a puppy and two different plants, such as a rosebush and a maple tree.
K SC-K.3.0.D.1. living things are found almost everywhere in the world and that there are somewhat different kinds of living things in different places.
K SC-K.3.0.D.1.b describe and compare living things found in other states such as Texas and Alaska to those found in Maryland.
K SC-K.3.0.E.1.a Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc.
K SC-K.3.0.F.1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.
K SC-K.3.0.F.1.c Describe ways that animals and plants found in each place interact with each other and with their environment.
PK SC-PK.3.0.A.1. familiar plants and animals to describe how they are alike and how they are different.
PK SC-PK.3.0.A.1.a how some animals are alike in the way they look and in the things they do.
PK SC-PK.3.0.A.1.d Identify some of the things that all animals do, such as eat, move around and explain how their features (observable parts) help them do these things.
PK-2 SC-PK-2.1.0.C.1.g sequence events (seasons, seed growth).
PK-2 SC-PK-2.1.0.C.1.i Recognize that everybody can do science and invent things and ideas.

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