Alignment to Standards for GA
| Grade | Number | Standard |
|---|---|---|
| 1 | S1CS4. c | Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things. |
| 1 | S1E1. a | Identify different types of weather and the characteristics of each type. |
| 1 | S1E2. b | Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). |
| 1 | S1L1. d. | Compare and describe various animalsãappearance, motion, growth, basic needs. |
| 2 | S2E3. a. | effects that occur in a specific area caused by weather, plants, animals, and/or people. |
| 3 | S3CS4. b. | Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. |
| 3 | S3CS7. b. | Some scientific knowledge is very old and yet is still applicable today. |
| 3 | S3CS8.c. | Scientists use technology to increase their power to observe things and to measure and compare things accurately. |
| 3 | S3E1. d. | Determine how water and wind can change rocks and soil over time using observation and research.. |
| 3 | S3L1. a. | Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. |
| 3 | S3L1. c. | Identify features of animals that allow them to live and thrive in different regions of Georgia. |
| 3 | S3L1. d. | Explain what will happen to an organism if the habitat is changed. |
| 4 | S4CS4. b. | Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. |
| 4 | S4CS7. b. | Some scientific knowledge is very old and yet is still applicable today. |
| 4 | S4CS8. c. | Scientists use technology to increase their power to observe things and to measure and compare things accurately. |
| 4 | S4E3. | Students will differentiate between the states of water and how they relate to the water cycle and weather. |
| 4 | S4E3. e. | Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog). |
| 4 | S4E4.d. | Differentiate between weather and climate. |
| 4 | S4L1. c. | Predict how changes in the environment would affect a community (ecosystem) of organisms. |
| 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. b. | Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their ori |
| 5 | S5CS7. b. | Some scientific knowledge is very old and yet is still applicable today. |
| 5 | S5CS8. c. | Scientists use technology to increase their power to observe things and to measure and compare things accurately. |
| 5 | S5E1. | Students will identify surface features of the Earth caused by constructive and destructive processes. |
| 5 | S5E1. a. | Identify surface features caused by constructive processes: deltas, sand dunes, earthquakes, volcanoes, faults |
| 5 | S5E1. b. | Identify and find examples of surface features caused by destructive processes; erosion, weathering, impact of organisms, earthquake, volcano |
| 5 | S5E1. c. | Relate the role of technology and human intervention in the control of constructive and destructive processes. Not limited to: Seismological studies, Flood control, (dams, levees, storm drain management, etc.), Beach reclamation |
| 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 | SKL1. b | Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) |
| K | SKL2. | Students will compare the similarities and differences in groups of organisms. |
| K | SKL2. a | Explain the similarities and differences in animals. (color, size, appearance, etc.) |
| K | SSKG2 a. | Differentiate land and water features on simple maps and globes. |
| K | SSKG2 b. | Explain that maps and globes show a view from above. |
| K | SSKG2 c. | Explain that maps and globes show features in a smaller size. |
