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[PreK.LS.1.1] -
Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts. Clarification Statement: Examples can include comparison of humans and horses: humans have two legs and horses four, but both use legs to move.
[PreK.LS.1.2] -
Explain that most animals have five senses they use to gather information about the world around them.
[K.LS.1.1] -
Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.
Science and Technology/Engineering | Grade : 1
Discipline - Life Science
Core Idea - From Molecules to Organisms: Structures and Processes
[1.LS.1.1] - Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis.
[1.MD.C.4] -
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
[1.LS.1.2] -
Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.
Clarification Statement: Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).
[2.LS.2.3] -
Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds.
[3.LS.1.1] -
Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.Clarification Statements: Examples can include different ways plants and animals begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life); Plant life cycles should focus on those of flowering plants; Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics.
State Assessment Boundary: Detailed descriptions of any one organism’s cycle, the differences of “complete metamorphosis” and “incomplete metamorphosis,” or details of human reproduction are not expected in state assessment.