Alignment to Standards for GA
| Grade | Number | Standard |
|---|---|---|
| 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 | S1E1. c | Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. |
| 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. |
| 1 | SS1G3 c. | Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts). |
| 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 | S3E1. d. | Determine how water and wind can change rocks and soil over time using observation and research.. |
| 3 | S3L1. | Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. |
| 3 | S3L1. d. | Explain what will happen to an organism if the habitat is changed. |
| 3 | S3L2. | recognize the effects of pollution and humans on the environment. |
| 3 | S3L2. b. | Identify ways to protect the environment: conservation of resources, recycling of materials |
| 3 | SS3G1b. | Identify major mountain ranges of the United States of America: Appalachian, Rocky. |
| 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 | 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. | Students will describe the roles of organisms and the flow of energy within an ecosystem. |
| 4 | S4L1. a. | Identify the roles of producers, consumers, and decomposers in a community. |
| 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.). |
| 4 | S4L2. b. | Identify factors that may have led to the extinction of some organisms. (reasons for threatened/endangered/conservation issues) |
| 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 | 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 | S5L1. | classify organisms into groups and relate how they determined the groups with how and why scientists use classification. |
| 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. |
| 5 | S5P2. b. | Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. |
| K | SKCS5.A | Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. |
| K | SKE2. c | Recognize earth materialsã soil, rocks, water, air, etc. |
| 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. |
