describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
classify living and nonliving things based upon whether they have basic needs and produce young;
describe and record examples of interactions and dependence between living and nonliving components in terrariums or aquariums; and
describe how the physical characteristics of environments, including the amount of rainfall, support plants and animals within an ecosystem;
explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy;
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Patterns are regular sequences that can be found throughout nature.
Environments with similar characteristics (patterns) will support similar types and amounts of organisms. Bodies of water each have different types of fish.
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
The physical characteristics of an environment (cause) will impact the abundance and survival (effect) of plants and animals in the ecosystem.
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
The physical characteristics (parts) of an environment (system) affect and are affected by the organisms (parts) within the environment.
Math.2.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.2.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
Math.2.10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
Math.2.10.D draw conclusions and make predictions from information in a graph
ELAR.2.6.E make connections to personal experiences, ideas in other texts, and society
ELAR.2.6.F make inferences and use evidence to support understanding
ELAR.2.6.H synthesize information to create new understanding
ELAR.2.7.C use text evidence to support an appropriate response
ELAR.2.13.E demonstrate understanding of information gathered