identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects;
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.
identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects;
identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
record and compare how the structures and behaviors of animals help them find and take in food, water, and air;
explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and
Patterns are regular sequences that can be found throughout nature.
Animals have similar structures (patterns). Scientists identify animals based on the patterns of their structures, such as the type of limb used for moving.
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.
An animal (system) depends on certain body structures to satisfy its basic needs. For example, ears allow animals to listen for predators, and muscular legs allow animals to run from predators, catch prey, or defend themselves.
A structure is an organized arrangement of particles,
parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts. It is important to note that in kindergarten – grade 2, students focus on structures as an organized arrangement of parts within an organism or object.
An animal's body parts are designed to meet the animal's specific needs. For example, bats have large ears and many folds in their noses (structure) to find insects using echolocation (function), or a cheetah has very muscular legs and a slender body (structure) to chase down and hunt other animals (function).
Math.K.6.A identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles
Math.K.6.B identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world
Math.K.6.C identify two-dimensional components of three-dimensional objects
Math.K.6.D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably
ELAR.K.3.B use illustrations and texts the student is able to read or hear to learn or clarify word meanings
ELAR.K.5.G evaluate details to determine what is most important with adult assistance
ELAR.K.5.H synthesize information to create new understanding with adult assistance