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Science.2.13.C

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The student is expected to

record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and

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.”

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  • Alignments
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SCIENCE.2.13.C — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.2.13.B

record and compare how the structures and behaviors of animals help them find and take in food, water, and air;

S.2.13.C

record and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes; and

S.5.13.B
explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.
S.6.12.B
describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and
ENVIR.5.A
identify native plants and animals within a local ecosystem and compare their roles to those of plants and animals in other biomes, including aquatic, grassland, forest, desert, and tundra;
Next grade

SCIENCE.2.13.C — Breakout of skills

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.

The student is expected to
compare how being part of a group helps animals
cope with changes
defend themselves
obtain food
record how being part of a group helps animals
cope with changes
defend themselves
obtain food

Recurring themes and concepts — Connections to the content

Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Patterns

Patterns are regular sequences that can be found throughout nature.

There are patterns in the behaviors of animal groups that are different from the behaviors of solitary animals.

Model the interdependence and parts of a system

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 group of animals behaves as a system through which they may obtain food, defend the group, and cope with changes. Each animal (part) has a role within the group (system) for each behavior.

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Social Studies

SS.2.8.A identify functions of governments such as establishing order, providing security, and managing conflict

English Language Arts and Reading

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

Technology Applications

TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays

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