Alignment to Standards for GA
| Grade | Number | Standard |
|---|---|---|
| 1 | S1CS2. a | Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. |
| 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 | S1CS5. a | Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. |
| 1 | S1E1. c | Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. |
| 1 | S1L1. a. | Identify the basic needs of a plantãair, water, light, nutrients |
| 1 | S1L1. c. | Identify the parts of a plantãroot, stem, leaf, and flower. |
| 2 | S2CS2. a. | Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. |
| 2 | S2CS4.d. | Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things. |
| 2 | S2CS5. a. | Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. |
| 2 | S2E3. a. | effects that occur in a specific area caused by weather, plants, animals, and/or people. |
| 2 | S2L1. b. | Relate seasonal changes to observations of how a tree changes throughout a school year. |
| 3 | S3L1. a. | Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. |
| 3 | S3L1. b. | Identify features of green plants that allow them to live and thrive in different regions of Georgia. |
| 4 | S4CS4. c. | Identify patterns of change in thingsãusing records, tables, or graphs of measurements where appropriate. Sunrise/moonrise/tide tables (online teaching activities) |
| 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. c. | Identify patterns of change in thingsãusing records, tables, or graphs of measurements where appropriate. Sunrise/moonrise/tide tables (online teaching activities) |
| 5 | S5L1. b. | Demonstrate how plants are sorted into groups. |
| 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 | SKCS2.a | Use whole numbers for counting, identifying, and describing things and experiences. |
| K | SKCS4.c | Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things. |
| K | SKCS5.A | Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. |
| K | SKE1. | Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky. |
| K | SKL1. c | Group plants according to their observable features such as appearance, size, etc. |
| K | SKL2. | Students will compare the similarities and differences in groups of organisms. |
| K | SKL2. b | Explain the similarities and differences in plants. (color, size, appearance, etc.) |
| K | SKP1.a | Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). |
| K | SKP1.b | Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). |
