Alignment to Standards for UT
| Grade | Number | Standard |
|---|---|---|
| 1 | CC-1.III.2d. | Describe how plants and people need, use, and receive water. |
| 2 | CC-2.III.1 | Investigate relationships between plants and animals and how living things change during their lives. |
| 2 | CC-2.III.1a. | Observe and describe relationships between plants and animals. |
| 2 | CC-2.III.4a. | Identify and use information on a map or globe (ie., map key or legend, compass rose, physical features, continents, oceans). |
| 2 | CC-2.III.4c. | Locate continents and oceans on a map or globe (ie., North America, Antarctica, Australia, Africa, Pacific Ocean, Atlantic Ocean). |
| 4 | SS-4.I.2e. | Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire). |
| 4 | SS-4.II.3b. | Describe the role of producers and consumers. |
| 5 | SC-5.II.1a. | the objects, processes, or forces that weather and erode Earthês surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). |
| 5 | SC-5.II.2b. | Give examples of different landforms that are formed by volcanoes, earthquakes, and uplift (e.g., mountains, valleys, new lakes, canyons). |
| 5 | SC-5.II.2c. | volcanoes, earthquakes, and uplift change landforms. |
| 5 | SC-5.II.2d. | Cite examples of how technology is used to predict volcanoes and earthquakes. |
| 5 | SC-5.II.3 | Relate the building up and breaking down of Earthês surface over time to the various physical land features. |
| 5 | SC-5.V | Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. |
| 5 | SC-5.V.1b. | Identify similar physical traits of a parent organism and its offspring (e.g., trees and saplings, leopards and cubs, chickens and chicks). |
| 5 | SC-5.V.1d. | Contrast inherited traits with traits and behaviors that are not inherited but may be learned or induced by environmental factors (e.g., cat purring to cat meowing to be let out of the house; the round shape of a willow is inherited, while leaning away fr |
| 5 | SC-5.V.1e. | Investigate variations and similarities in plants grown from seeds of a parent plant (e.g., how seeds from the same plant species can produce different colored flowers or identical flowers). |
| 5 | SC-5.V.2 | Describe how some characteristics could give a species a survival advantage in a particular environment. |
| 5 | SC-5.V.2c. | a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such anim |
| K | CC-K.III.2b. | Describe how young animals are different from adult animals. |
| K | CC-K.III.2c. | Describe how animals care for their young. |
| K | CC-K.III.2e. | Distinguish between real and make-believe animal behaviors. |
| K | CC-K.III.3a. | Recognize that maps and globes are symbols for actual places. |
| K | CC-K.III.3c. | Explore basic map and globe directions and characteristics (e.g., top, bottom, right, left, land, water, Arctic Ocean, Antarctica). |
