Alignment to Standards for MN
| Grade | Number | Standard |
|---|---|---|
| 1 | 1.3.1.3.1 | Earth materials include solid rocks, sand, soil and water and have different observable physical properties that make them useful. Group or classify rocks in terms of color, shape and size. |
| 1 | 1.3.1.3.2 | Earth materials include solid rocks, sand, soil and water. These materials have different observable physical properties that make them useful. Describe similarities and differences between soil and rocks. For example: Use screens to separate components o |
| 1 | 1.3.1.3.3 | Earth materials include solid rocks, sand, soil and water. These materials have different observable physical properties that make them useful. Identify and describe large and small objects made of Earth materials. |
| 1 | 1.4.1.1.1 | Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. |
| 1 | 1.4.2.1.2 | Describe ways in which an animals habitat provides for its basic needs |
| 2 | 2.4.1.1.1 | Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors. |
| 3 | 3.4.1.1.1 | Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. |
| 3 | 3.4.1.1.2 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. |
| 4 | 4.3.4.1.1 | Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. |
| 5 | 5.3.1.2.2 | The surface of the Earth changes. Some changes are due to slow processes and some changes are due to rapid processes. Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the E |
| 5 | 5.3.4.1.2 | Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful. |
| 5 | 5.3.4.1.3 | Compare the impact of individual decisions on natural systems. For example: Choosing paper or plastic bags impacts landfills as well as ocean life cycles. |
| 5 | 5.4.1.1.1 | Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. |
| 5 | 5.4.4.1.1 | Humans change environments in ways that can be either beneficial or harmful to themselves and other organisms. Give examples of beneficial and harmful human interaction with natural systems. For example: Recreation, pollution, wildlife management. |
| K | 0.4.1.1.1 | Observe and compare plants and animals. |
| K | 0.4.1.1.2 | Living things are diverse with many different observable characteristics. Identify the external parts of a variety of plants and animals including humans. |
| K | 0.4.2.1.1 | Observe a natural system or its model, and identify living and nonliving components in that system. For example: A wetland, prairie, garden or aquarium |
| K-3 | K-3.V.A.2 | use maps and globes to locate places referenced in stories and real life situations. |
| K-3 | K-3.V.B. | use maps and globes to locate people, places and things. |
| K-3 | K-3.V.B.1 | locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. |
| K-3 | K-3.V.B.4 | locate the continents and oceans on a map of the world and a globe. |
| K-3 | K-3.V.C.1 | name and locate physical features of the United States, including places about which they have read. |
| K-3 | K-3.V.C.3 | identify specific landforms and waterways on a map using geographical terms. |
| K-3 | K-3.VI.B.2 | natural resources, human resources, and human-made resources are used in the production of goods and services. |
