Alignment to Standards for MT
| Grade | Number | Standard |
|---|---|---|
| 2 | S3.1.gr3,4 | plants and animals have structures and systems that serve different functions for growth, survival, and reproduction |
| 3 | S2.2.gr3.B. | Classify objects according to their physical properties. i.e., size, shape, color, texture, mass |
| 3 | S3.1.gr3.B. | Identify plant and animal structures, i.e., plants: root, stem, leaf. animal: bones, skin living, plant, animal, energy, habitat, nutrients, oxygen |
| 3 | S3.3.gr3.A. | Define species |
| 4 | S3.1.gr4.D. | Identify that animals have systems for certain functions |
| 4 | S3.4.gr4.B. | Identify adaptations in a variety of organisms that are specific to survival in their environment. |
| 4 | S3.4.gr4.C. | Define instinctual behaviors, inherited behaviors, and learned behaviors. |
| 4 | S3.4.gr4.D. | Classify living things by instinctual, inherited, and learned behaviors. |
| 4 | S3.4.gr4.E. | Compare and contrast the instinctual, inherited, and learned behaviors |
| 4 | S3.4.gr4.F. | Define predator, prey, competition |
| 4 | S3.4.gr4.G. | Identify examples of predator/prey relationships and competition |
| K | S6.3.grK A. | Recognize that humans use their senses to learn about the natural world |
| K-4 | S3.K-4 | characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. |
| K-4 | SS K-4 3.1. | identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale). |
| K-4 | SS K-4 3.2. | locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders). |
| K-4 | SS K-4 3.5. | use appropriate geographic resources (e.g., atlases, databases, charts, grid systems, technology, graphs, maps) to gather information about local communities, reservations, Montana, the United States, and the world. |
