Alignment to Standards for TX
| Grade | Number | Standard |
|---|---|---|
| 1 | 111.13 (1.1) | uses whole numbers to describe and compare quantities. |
| 1 | 111.13 (1.5) | recognizes patterns in numbers and operations. |
| 1 | 111.13 (1.5) (C) | is expected to compare and order whole numbers using place value. |
| 1 | 112.12 (b) (10) | organisms resemble their parents and have structures and processes that help them survive within their environments. |
| 1 | 112.12 (b) (10) (A) | external characteristics of an animal are related to where it lives, how it moves, and what it eats |
| 1 | 112.12 (b) (5) | objects have properties and patterns. |
| 1 | 112.12 (b) (5) (A) | classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture |
| 1 | 112.12 (b) (7) | the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. |
| 1 | 112.12 (b) (8) (C) | identify characteristics of the seasons of the year and day and night |
| 1 | 112.12 (b) (9) (C) | interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter. |
| 1 | 113.3. (1.6) (B) | identify examples of and uses for natural resources in the community, state, and nation; and |
| 2 | 112.13. (b) (10) (A) | compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water |
| 2 | 112.13. (b) (5) (A) | classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid |
| 2 | 112.13. (b) (8) | there are recognizable patterns in the natural world and among objects in the sky. |
| 2 | 112.13. (b) (8) (B) | identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation |
| 2 | 112.13. (b) (9) (B) | factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things |
| 2 | 112.13. (b) (9) (C) | ways living organisms depend on each other and on their environments such as food chains |
| 3 | 112.14. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environments. |
| 3 | 112.14. (b) (10) (A) | explore how structures and functions of plants and animals allow them to survive in a particular environment |
| 3 | 112.14. (b) (10) (B) | some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food |
| 3 | 112.14. (b) (7) (D) | explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved. |
| 3 | 112.14. (b) (8) | The student knows there are recognizable patterns in the natural world and among objects in the sky. |
| 3 | 112.14. (b) (9) | organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. |
| 4 | 112.15. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environment. |
| 4 | 112.15. (b) (8) (C) | collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time. |
| 5 | 112.16. (b) (10) | organisms undergo similar life processes and have structures that help them survive within their environments. |
| 5 | 112.16. (b) (10) (B) | differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle |
| 5 | 112.16. (b) (8) | there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. |
| 5 | 112.16. (b) (8) (A) | differentiate between weather and climate |
| 5 | 112.16. (b) (9) | there are relationships, systems, and cycles within environments. |
| K | 111.12 (K.1) | uses numbers to name quantities. |
| K | 111.12 (K.1) (A) | is expected to use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects. |
| K | 111.12 (K.8) | uses attributes to determine how objects are alike and different. |
| K | 111.12 (K.8) (A) | is expected to describe and identify an object by its attributes using informal language. |
| K | 111.12 (K.8) (B) | is expected to compare two objects based on their attributes. |
| K | 112.11 (b) (10) | organisms resemble their parents and have structures and processes that help them survive within their environments. |
| K | 112.11 (b) (3) (B) | make predictions based on observable patterns in nature such as the shapes of leaves |
| K | 112.11 (b) (4) (B) | use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. |
| K | 112.11 (b) (5) | objects have properties and patterns. |
| K | 112.11 (b) (5) (A) | observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture |
| K | 112.11 (b) (7) | the natural world includes earth materials. |
| K | 112.11 (b) (8) | there are recognizable patterns in the natural world and among objects in the sky. |
| K | 112.11 (b) (8) (A) | observe and describe weather changes from day to day and over seasons |
| K | 112.11 (b) (8) (B) | identify events that have repeating patterns, including seasons of the year and day and night |
| PK | PK.1. (B) | counts by ones to 10 or higher |
| PK | PK.1. (C) | counts concrete objects to five or higher |
| PK | PK.1. (D) | begins to compare the numbers of concrete objects using language (e.g., ''same'' or ''equal,'' ''one more,'' ''more than,'' or ''less than'') |
| PK | PK.1. (E) | begins to name ''how many'' are in a group of up to three (or more) objects without counting (e.g., recognizing two or three crayons in a box) |
| PK | PK.1. (J) | compares objects and organisms and identifies similarities and differences |
| PK | PK.1. (K) | sorts objects and organisms into groups and begins to describe how groups were organized |
| PK | PK.2. (A) | observes and describes properties of rocks, soil, and water |
| PK | PK.2. (B) | describes properties of objects and characteristics of living things |
| PK | PK.2. (C) | begins to observe changes in size, color, position, weather, and sound |
| PK | PK.2. (C) | begins to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing) |
| PK | PK.2. (H) | uses patterns (such as growth and day following night to predict what happens next) |
| PK | PK.2. (I) | identifies similarities and differences among objects and organisms |
| PK | PK.5. (A) | matches objects that are alike |
| PK | PK.5. (B) | describes similarities and differences between objects |
| PK | PK.5. (C) | sorts objects into groups by an attribute and begins to explain how the grouping was done |
