School Improvement in Maryland

Using the State Curriculum: Science, Grade K

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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. 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.
Objectives
  1. 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.
  2. Compare descriptions of the features that make some animals and some plants very different from one another.
  3. 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.
  4. Compare ideas about how the features of animals and plants affect what these animals are able to do.

Indicator

  • 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.
Objectives
  1. Organize data collected and draw conclusions about similarities and differences among humans.
  2. Explain ways in which humans are more like one another than like other animals.
  3. Describe similarities in what both humans and other animals are able to do because they possess certain external features.

Topic

C. Genetics

Indicator

  • 1. Observe, describe and compare the life cycles of different kinds of animals and plants.
Objectives
  1. 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.
  2. 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.
  3. Identify and describe the changes that occur in humans as they develop.
    • Size
    • Weight
    • Appearance of different parts

Topic

Indicator

  • 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.
Objectives
  1. Observe, describe, and give examples and describe the many kinds of living things found in different places in Maryland.
  2. 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.
  3. Explain that the external features of plants and animals affect how well they thrive in different kinds of places.

Topic

E. Flow of Matter and Energy

Indicator

  • 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.
Objectives
  1. 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.
  2. Describe ways that people and other animals manage to bring the things they need from their environment into their bodies.
  3. 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.
  4. Describe the way that most plants manage to bring water from the environment into the plant.

Topic

F. Ecology

Indicator

  • 1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.
Objectives
  1. Describe observations using drawings, oral or written text of the place and some of the living things found there.
  2. Based on the observations collected at each place compare the plants and animals found there.
    • Location
    • Activity
    • Movement
    • Features
  3. Describe ways that animals and plants found in each place interact with each other and with their environment.

January 2008