Alignment to Standards for MD
| Grade | Number | Standard |
|---|---|---|
| 1 | SC-1.2.0.E.1. | Describe observable changes in water on the surface of the Earth. |
| 1 | SC-1.3.0.A.1. | Compare and explain how external features of plants and animals help them survive in different environments. |
| 1 | SC-1.3.0.A.1.b | Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs. |
| 1 | SC-1.3.0.A.1.c | an organisms external features contribute to its ability to survive in an environment. |
| 1 | SC-1.3.0.A.1.d | Classify organisms according to one selected feature, such as body covering, and identify other similarities shared by organisms within each group formed. |
| 1 | SC-1.3.0.B.2. | Provide evidence that all organisms are made of parts that help them carry out the basic functions of life. |
| 1 | SC-1.3.0.B.2.a | humans and other animals have different body parts used to seek, find, and take in food. |
| 1 | SC-1.3.0.E.1. | Describe some of the ways in which animals depend on plants and on each other. |
| 1 | SC-1.3.0.E.1.a | Examine organisms in a wide variety of environments to gather information on how animals satisfy their need for food. |
| 1 | SC-1.3.0.E.1.b | Some animals eat only plants |
| 1 | SC-1.3.0.E.1.d | Some animals eat both plants and other animals |
| 1 | SC-1.6.0.B.1. | Recognize that caring about the environment is an important human activity. |
| 1 | SC-1.6.0.B.1.a | Recognize and describe that individual and group actions, such as recycling, help the environment. |
| 1 | SC-1.6.0.B.1.b | Recognize and describe that individual and group actions, such as littering, harm the environment. |
| 1 | SC-1.6.0.B.1.c | Give reasons why people should take care of their environments. |
| 1 | SS-1.3.0.A.1.a | Locate the continents and oceans using maps and a globe |
| 1 | SS-1.3.0.A.1.e | Describe where places are located on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west) |
| 1 | SS-1.3.0.B.1. | Describe places in the environment using geographic characteristics |
| 1 | SS-1.3.0.B.1.a | Identify and describe physical characteristics of a place (physical features, climate, vegetation and animal life) |
| 1 | SS-1.3.0.D.1.b | Describe why and how people protect the environment |
| 1 | SS-1.4.0.A.2.a | Give examples of natural and human resources used in production, such as making butter, making ice cream, and building houses |
| 1,2 | SS-1&2.3.0.A.1. | Use geographic tools to locate and describe places on Earth |
| 2 | SC-2.2.0.A.1.d | Changes caused by humans and other animals |
| 2 | SC-2.2.0.A.1.e | Changes caused by water, wind, etc. |
| 2 | SC-2.2.0.E.1. | Recognize and describe that the surface of Earth is more than half covered with water. |
| 2 | SC-2.2.0.E.1.a | Identify the many locations where water is found. |
| 2 | SC-2.3.0.F.1. | Explain that organisms can grow and survive in many very different habitats. |
| 2 | SC-2.3.0.F.1.a | Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce. |
| 2 | SC-2.6.0.A.1. | Recognize and explain how Earths natural resources from the natural environment are used to meet human needs. |
| 2 | SC-2.6.0.A.1.a | Describe natural resources as something from the natural environment that is used to meet ones needs. |
| 2 | SC-2.6.0.A.1.b | Identify water, air, soil, minerals, animals, and plants as basic natural resources. |
| 2 | SC-2.6.0.A.1.c | Explain that food, fuels, and fibers are produced from basic natural resources. |
| 2 | SC-2.6.0.A.1.d | Identify ways that humans use Earths natural resources to meet their needs. |
| 2 | SC-2.6.0.A.1.e | Explain that some natural resources are limited and need to be used wisely. |
| 2 | SC-2.6.0.B.1. | Recognize and describe that the activities of individuals or groups of individuals can affect the environment. |
| 2 | SC-2.6.0.B.1.a | Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. |
| 2 | SC-2.6.0.B.1.b | Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment. |
| 2 | SS-2.3.0.A.1.a | Identify the purpose and use of a globe and a variety of maps and atlases, such as school maps, neighborhood maps and simple atlases |
| 2 | SS-2.3.0.A.1.c | Identify the equator, poles, seven continents, four oceans, and countries on a map and globe |
| 2 | SS-2.3.0.B.1. | Classify places and regions in an environment using geographic characteristics |
| 2 | SS-2.3.0.B.1.b | Describe and classify regions using climate, vegetation, animal life, and natural/physical features |
| 2 | SS-2.3.0.D.1.b | Describe how and why people protect or fail to protect the environment |
| 3 | SC-3.2.0.C.1. | geological features, observing and mapping locations of hills, valleys, rivers, and canyons. |
| 3 | SC-3.2.0.C.1.a | Identify and describe some natural features of continents: Mountains, Valleys, Rivers, Canyons |
| 3 | SC-3.2.0.C.1.c | Identify and describe some features of the ocean floor: Mountains, Valleys, Canyons |
| 3 | SC-3.2.0.C.1.d | Recognize and explain that an ocean floor is land covered by water. |
| 3 | SC-3.2.0.E.1. | Recognize and describe that water can be found as a liquid or a solid on the Earths surface and as a gas in the Earths atmosphere. |
| 3 | SS-3.3.0.A.1. | Use geographic tools to locate and construct meaning about places on Earth |
| 3 | SS-3.3.0.B.1.a | Compare places and regions using geographic features |
| 3 | SS-3.3.0.D.1.b | Describe why and how people make decisions about protecting the environment |
| 3 | SS-3.6.0.F.1.a | Interpret information in maps, charts and graphs |
| 4 | SC-4.2.0.A.2. | Recognize and explain how physical weathering and erosion cause changes to the earths surface. |
| 4 | SC-4.2.0.A.2.a | Investigate and describe how weathering wears down Earths surface: Water, Ice, Wind, |
| 4 | SC-4.2.0.A.2.b | erosion shapes and reshapes the earths surface as it moves from one location to another: Water, Ice, Wind, |
| 4 | SC-4.3.0.A.1. | Explain how animals and plants can be grouped according to observable features. |
| 4 | SC-4.3.0.A.1.a | a variety of animals or plants in both familiar and unfamiliar environments. |
| 4 | SC-4.3.0.A.1.b | Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups. |
| 4 | SC-4.3.0.A.1.c | Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added. |
| 4 | SC-4.3.0.A.1.d | Describe what classifying tells us about the relatedness among the animals or plants placed within any group. |
| 4 | SC-4.3.0.C.1.c | some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans ) |
| 4 | SC-4.3.0.D.1.a | Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce. |
| 4 | SC-4.3.0.D.1.b | Explain that the characteristics of an organism affect its ability to survive and reproduce. |
| 4 | SC-4.3.0.F.1b | Identify and describe the interactions of organisms present in a habitat: Competition for space, food, and water |
| 4 | SC-4.3.0.F.1c | Identify and describe the interactions of organisms present in a habitat: Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc. |
| 4 | SC-4.3.0.F.1e | Explain that changes in an organisms habitat are sometimes beneficial to it and sometimes harmful. |
| 5 | SC-5.2.0.A.2. | Cite and describe the processes that cause rapid or slow changes in Earths surface. |
| 5 | SC-5.2.0.A.2.b | the natural force of gravity causes changes in the Earths surface features as it pulls things towards Earth, as in mud and rock slides, avalanches, etc. |
| 5 | SC-5.2.0.A.2.c | Cite examples that demonstrate how the natural agents of wind, water, and ice produce snow changes on the Earths surface such as carving out deep canyons and building up sand dunes. |
| 5 | SC-5.2.0.A.3.c | processes contribute to changes to the Earths surface: Weathering, Erosion, Depositition, Topic |
| 5 | SC-5.3.0.A.1. | Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all. |
| 5 | SC-5.3.0.A.1.b | Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another. |
| 5 | SC-5.6.0.A.1. | Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs. |
| 5 | SC-5.6.0.A.1.b | Describe how humans use renewable natural resources, such as plants, soil, water, animals. |
| 5 | SC-5.6.0.B.1.a | personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment. |
| 5 | SC-5.6.0.B.1.b | Identify and describe that individuals and groups assess and manage risk to the environment differently. |
| K | SC-K.3.0.A.1.a | features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do. |
| K | SC-K.3.0.A.1.b | features that make some animals and some plants very different from one another. |
| K | SC-K.3.0.A.1.c | Identify a feature that distinguishes animals that fly (as an example) from animals that cannot and examine a variety of animals that can fly to discover other similar features they might share. |
| K | SC-K.3.0.A.1.d | Compare ideas about how the features of animals and plants affect what these animals are able to do. |
| K | SC-K.3.0.A.2.c | similarities in what both humans and other animals are able to do because they possess certain external features. |
| K | SC-K.3.0.D.1. | living things are found almost everywhere in the world and that there are somewhat different kinds of living things in different places. |
| K | SC-K.3.0.D.1.b | describe and compare living things found in other states such as Texas and Alaska to those found in Maryland. |
| K | SC-K.3.0.D.1.c | Explain that the external features of plants and animals affect how well they thrive in different kinds of places. |
| K | SC-K.3.0.E.1. | Develop an awareness of the relationship of features of living things and their ability to satisfy basic needs that support their growth and survival. |
| K | SC-K.3.0.F.1. | Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there. |
| K | SC-K.3.0.F.1.a | Describe observations of the place and some of the living things found there. |
| K | SC-K.3.0.F.1.c | Describe ways that animals and plants found in each place interact with each other and with their environment. |
| K | SC-K.6.0.B.1.b | Identify features of the natural environment that are not made by humans. |
| K | SS-K-3.0.A.1. | globe and maps can be used to help people locate places |
| K | SS-K-3.0.A.1.b | Describe how maps are models showing physical features and/or human features of places |
| K | SS-K-3.0.A.1.d | Identify pictures and photographs that represent places on a map such as a playground and a fire station |
| K | SS-K-3.0.B.1.a | Recognize physical features as landforms and bodies of water using photographs and pictures |
| K | SS-K-3.0.B.1.b | Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams |
| K | SS-K-4.0.A.2.c | natural resources, such as water, trees, and plants are used to make products |
| PK | SC-PK.3.0.A.1.a | how some animals are alike in the way they look and in the things they do. |
| PK | SC-PK.3.0.A.1.d | Identify some of the things that all animals do, such as eat, move around and explain how their features (observable parts) help them do these things. |
| PK | SS-PK-3.0.A.1. | Recognize that a globe and maps are used to help people locate places |
| PK | SS-PK-3.0.A.1.a | Recognize that maps are models of places |
| PK | SS-PK-3.0.B.1.e | Discuss that places have natural/physical features such as mountains, rivers, and hills |
| PK | SS-PK-3.6.0.D.1.c | Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations |
| PK | SS-PK-3.6.0.E.1.a | Distinguish factual from fictional information (anthropomorphic) |
| PK-2 | SS-PK-2.6.0.F.1. | Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines |
| PK-4 | SS-PK&K.-4.0.A.2. | Identify that materials/resources are used to make products |
