Alignment to Standards for SD
| Grade | Number | Standard |
|---|---|---|
| 2 | SC-2.L.1.2. | classify people and animals according to similarities and differences: Classify animals by color, size, shape, body parts, gender, and offspring.Carnivore/herbirvore? |
| 2 | SC-2.L.3.1. | Students are able to describe ways that plants and animals depend on each other. (seed dispersal, nest, plants in food webs) |
| 2 | SC-2.L.3.3. | a species to be extinct or endangered: dinosaurs, black-footed ferret, mammoth. Gray wolf, Northern river otter |
| 3 | SC-3.L.1.1/2.a | Differentiate between plants and animals. |
| 3 | SC-3.L.3.1. | species depend on one another and on the environment for survival. |
| 3 | SC-3.L.3.3. | ways humans impact air, water, and habitat quality. (pollution) |
| 3 | SC-3.S.2.0. | Investigate how natural events and human influences can affect the survival of species. |
| 5 | SC-5.L.3.1. | natural events and/or human influences may help or harm ecosystems: biotic (over-population) and abiotic (floods) |
| 5 | SC-5.L.3.2. | the transfer of energy using an energy pyramid model: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator _ prey |
| 5 | SC-5.S.2.1.a | Describe conservation practices: crop rotation, shelter belts, fishing limits, hybrid automobiles |
| K | SC-K.L.1.1.b | Students are able to compare size and shape of living things. E.g. gather and sort a variety of leaves, order a variety of mammals from smallest to largest. |
| K | SC-K.P.2.1. | Students are able identify things that move. |
