| Grade K |
|
Standard 3.0 Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
|
|
A. Diversity of Life
|
1. Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood, and at home) to discover patterns of similarity and difference among them.
|
a. Identify and describe features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do.
|
b. Compare descriptions of the features that make some animals and some plants very different from one another.
|
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.
|
d. Compare ideas about how the features of animals and plants affect what these animals are able to do.
|
2. Gather information and direct evidence that humans have different external features, such as size, shape, etc., but that they are more like one another than like other animals.
|
a. Organize data collected and draw conclusions about similarities and differences among humans.
|
b. Explain ways in which humans are more like one another than like other animals.
|
c. Describe similarities in what both humans and other animals are able to do because they possess certain external features.
|
|
B. Cells
|
|
C. Genetics
|
1. Observe, describe and compare the life cycles of different kinds of animals and plants.
|
a. Identify and draw pictures that show what an animal (egg to frog) and a plant (seed to tree) looks like at each stage of its life cycle.
|
b. Describe and compare the changes that occur in the life cycle of two different animals, such as a frog and a puppy and two different plants, such as a rosebush and a maple tree.
|
c. Identify and describe the changes that occur in humans as they develop.
- Size
- Weight
- Appearance of different parts
|
|
D. Evolution
|
1. Recognize that living things are found almost everywhere in the world and that there are somewhat different kinds of living things in different places.
|
a. Observe, describe, and give examples and describe the many kinds of living things found in different places in Maryland.
|
b. Using pictures, films and illustrated texts identify, describe and compare living things found in other states such as Texas and Alaska to those found in Maryland.
|
c. Explain that the external features of plants and animals affect how well they thrive in different kinds of places.
|
|
E. Flow of Matter and Energy
|
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.
|
a. Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc.
|
b. Describe ways that people and other animals manage to bring the things they need from their environment into their bodies.
|
c. Make observations of the features of many different kinds of plants within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, light, etc.
|
d. Describe the way that most plants manage to bring water from the environment into the plant.
|
|
F. Ecology
|
1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.
|
a. Describe observations using drawings, oral or written text of the place and some of the living things found there.
|
b. Based on the observations collected at each place compare the plants and animals found there.
- Location
- Activity
- Movement
- Features
|
c. Describe ways that animals and plants found in each place interact with each other and with their environment.
|
|