identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle; 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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle; and
record observations of and describe basic life cycles of animals, including a bird, a mammal, and a fish; and
explain and demonstrate how some plants depend on other living things, wind, or water for pollination and to move their seeds around.
investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs.
explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.
Patterns are regular sequences that can be found throughout nature.
The life cycle of a plant is a pattern of repeating stages.
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.
Plant structures have specific functions. For example, a seed has a hard shell (structure) to protect the baby plant when the season is not right for it to grow (function); a flower is bright and has nectar (structure) to attract pollinators (function).
Stability describes a system that does not change at the observed scale. In a stable system, a small disturbance will die out and the system will return to a stable state. Change in the system can come from modifying a factor or condition.
A plant's life cycle is stable when the plant's needs (weather, pollinators, soil fertility, sunlight, water) are met. Slight changes to the system might not have immediate effects; however, significant changes or slight changes over longer periods of time will disrupt the life cycle (change), and changes to the life cycle will occur.
Math.K.1.E create and use representations to organize, record, and communicate mathematical ideas
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
ELAR.K.12.E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results