School Improvement in Maryland

Using the State Curriculum: Science, Grade 1

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Life:

Science:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Introduction for Standard or Indicator

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.

Topic

A. Diversity of Life

Indicator

  • 1. Compare and explain how external features of plants and animals help them survive in different environments.
Objectives
  1. Use the senses and magnifying instruments to examine a variety of plants and animals to describe external features and what they do.
  2. Compare similar features in some animals and plants and explain how each of these enables the organism to satisfy basic needs.
  3. 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.
  4. Classify organisms according to one selected feature, such as body covering, and identify other similarities shared by organisms within each group formed.

Topic

B. Cells

Indicator

  • 1. Describe evidence from investigations that living things are made of parts too small to be seen with the unaided eye.
Objectives
  1. 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.
  2. Use information gathered from observations to compare the descriptions (drawings or text) of the different parts seen.
  3. Describe some of the ideas or questions that might result from examining organisms more closely.

Indicator

  • 2. Provide evidence that all organisms are made of parts that help them carry out the basic functions of life.
Objectives
  1. Gather information and direct evidence that humans and other animals have different body parts used to seek, find, and take in food.
  2. 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.
  3. Describe some parts of plants and describe what they do for the plant.
  4. Respond, giving reasons to support the response, to the statement "All living things are made of parts."

Topic

C. Genetics

Indicator

  • 1. Explain that there are differences among individuals in any population.
Objectives
  1. 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.
  2. Make a list of possible advantages and disadvantages of differences of individuals in a population of organisms.

Indicator

  • 2. Recognize that all living things have offspring, usually with two parents involved.
Objectives
  1. Examine a variety of living things and their offspring and describe what each parent and offspring looks like.
  2. Identify similarities and differences among the offspring and between the offspring and each parent.
  3. Based on observations, construct an appropriate response to the question "Are parents and offspring more similar than they are different?"

Topic

E. Flow of Matter and Energy

Indicator

  • 1. Describe some of the ways in which animals depend on plants and on each other.
Objective
  1. 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

January 2008