Alignment to Standards for VT
| Grade | Number | Standard |
|---|---|---|
| 1,2 | S1-2:35 | Acting out (dconstructing simple diagrams, pictures or words that show what eats what. |
| 1,2 | S1-2:35a. | All animals depend on plants. Some animals eat plants for food; other animals eat animals that eat plants. |
| 2,3 | S3-4:34 | Identifying the source of energy for the survival of organisms. |
| 2,3 | S3-4:34a. | Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. |
| 2,3 | S3-4:35 | Recognizing that, in a simple food chain, all animalsê food begins with plants. |
| 2,3 | S3-4:35.1a. | Food for animals can be traced back to plants. |
| 2,3 | S3-4:36 | Explaining how one organism depends upon another organism to survive. |
| 2,3 | S3-4:36a. | Organisms interact with one another in various ways besides providing food Many plants depend on animals for carrying their pollen to other plants for fertilizing their flowers). |
| 2,3 | S3-4:38 | Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf structures; Spiders have eight legs, and insects have six). |
| 2,3 | S3-4:38a. | The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group. |
| PK-K | SPK-K:34 | Caring for plants and animals by identifying and providing for their needs. |
| PK-K | SPK-K:38 | Sorting and identifying examples of plants and animals. |
| PK-K | SPK-K:38a. | Some living things (organisms) are identified as plants or animals. |
