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Science and Technology/Engineering | Grade : 2
Discipline - Life Science
Core Idea - Ecosystems: Interactions, Energy, and Dynamics
[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.
[W.2.6] -
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
[SL.2.4] -
Tell a story or recount an experience or explain how to solve a mathematical problem with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary. (See grade 2 Language Standards 4-6 for specific expectations regarding vocabulary.)
[2.NBT.A.4] -
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
[2.MD.D.10] -
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. See Glossary, Table 1
[K.MD.A.2] -
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
[PreK.LS.2.3] -
Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs.
[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.
[3.LS.4.4] -
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources; Changes in the habitat could range in time from a season to a decade; While it is understood that ecological changes are complex, the focus should be on a single change to the habitat.
[5.LS.2.1] -
Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment.
[7.LS.2.2] -
Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems. Clarification Statement: Emphasis is on describing consistent patterns of interactions in different ecosystems in terms of relationships among and between organisms.