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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.
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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.
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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.
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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.
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A. Diversity of Life
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A. Diversity of Life
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A. Diversity of Life
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A. Diversity of Life
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1. Observe a variety of familiar plants and animals to describe how they are alike and how they are different.
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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.
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1. Compare and explain how external features of plants and animals help them survive in different environments.
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a. Gather information about how some animals are alike in the way they look and in the things they do.
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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.
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a. Use the senses and magnifying instruments to examine a variety of plants and animals to describe external features and what they do.
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b. Gather information about how some plants are alike in the way they look and in the things they do.
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b. Compare descriptions of the features that make some animals and some plants very different from one another.
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b. Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs.
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c. Draw a picture of two animals that look alike (or plants) and of two animals (or plants) that look different and respond to questions that are raised by those who observe the pictures.
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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.
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c. Use the information collected to ask and compare answers to questions about how an organism's external features contribute to its ability to survive in an environment.
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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.
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d. Compare ideas about how the features of animals and plants affect what these animals are able to do.
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d. Classify organisms according to one selected feature, such as body covering, and identify other similarities shared by organisms within each group formed.
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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.
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a. Organize data collected and draw conclusions about similarities and differences among humans.
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b. Explain ways in which humans are more like one another than like other animals.
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c. Describe similarities in what both humans and other animals are able to do because they possess certain external features.
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B. Cells
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B. Cells
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B. Cells
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B. Cells
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1. Describe evidence from investigations that living things are made of parts too small to be seen with the unaided eye.
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a. Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seen with the magnifier.
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b. Use information gathered from observations to compare the descriptions (drawings or text) of the different parts seen.
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c. Describe some of the ideas or questions that might result from examining organisms more closely.
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2. Provide evidence that all organisms are made of parts that help them carry out the basic functions of life.
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a. Gather information and direct evidence that humans and other animals have different body parts used to seek, find, and take in food.
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b. Investigate and identify parts of the body that alert humans and other animals to danger and help them to fight, hide or get out of danger.
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c. Describe some parts of plants and describe what they do for the plant.
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d. Respond, giving reasons to support the response, to the statement "All living things are made of parts."
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C. Genetics
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C. Genetics
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C. Genetics
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C. Genetics
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1. Observe, describe and compare different kinds of animals and their offspring
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1. Observe, describe and compare the life cycles of different kinds of animals and plants.
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1. Explain that there are differences among individuals in any population.
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1. Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
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a. Recognize and describe the similarities and differences among familiar animals and their offspring.
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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.
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a. Examine a variety of populations of plants and animals (including humans), to identify ways that individual members of that population are different from one another.
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a. Investigate and describe that seeds change and grow into plants.
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b. Describe how offspring are very much, but not exactly, like their parents and like one another.
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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.
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b. Make a list of possible advantages and disadvantages of differences of individuals in a population of organisms.
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b. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
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c. Identify and describe the changes that occur in humans as they develop.
- Size
- Weight
- Appearance of different parts
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c. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
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d. Provide examples, using observations and information from readings that life cycles differ from species to species.
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2. Recognize that all living things have offspring, usually with two parents involved.
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a. Examine a variety of living things and their offspring and describe what each parent and offspring looks like.
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b. Identify similarities and differences among the offspring and between the offspring and each parent.
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c. Based on observations, construct an appropriate response to the question "Are parents and offspring more similar than they are different?"
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D. Evolution
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D. Evolution
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D. Evolution
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D. Evolution
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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.
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1. Observe and describe examples of variation (differences) among individuals of one kind within a population.
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a. Observe, describe, and give examples and describe the many kinds of living things found in different places in Maryland.
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a. Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different.
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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.
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b. Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that are alive today.
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c. Explain that the external features of plants and animals affect how well they thrive in different kinds of places.
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c. Recognize that some kinds of organisms have completely disappeared.
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E. Flow of Matter and Energy
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E. Flow of Matter and Energy
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E. Flow of Matter and Energy
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E. Flow of Matter and Energy
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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.
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1. Describe some of the ways in which animals depend on plants and on each other.
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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.
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a. Examine organisms in a wide variety of environments to gather information on how animals satisfy their need for food.
- Some animals eat only plants
- Some animals eat only other animals
- Some animals eat both plants and other animals
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b. Describe ways that people and other animals manage to bring the things they need from their environment into their bodies.
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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.
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d. Describe the way that most plants manage to bring water from the environment into the plant.
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F. Ecology
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F. Ecology
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F. Ecology
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F. Ecology
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1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.
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1. Explain that organisms can grow and survive in many very different habitats.
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a. Describe observations using drawings, oral or written text of the place and some of the living things found there.
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a. Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.
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b. Based on the observations collected at each place compare the plants and animals found there.
- Location
- Activity
- Movement
- Features
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b. Explain that organisms live in habitats that provide their basic needs.
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c. Describe ways that animals and plants found in each place interact with each other and with their environment.
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c. Explain that animals and plants sometimes cause changes in their environments.
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