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S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals

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S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals

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S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.

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S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.

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S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.

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S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.

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a. Develop a model to describe the roles of producers, consumers, and decomposers in a community. 

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a. Develop a model to describe the roles of producers, consumers, and decomposers in a community. 

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b. Develop simple models to illustrate the flow of energy through a food web/food chainbeginning with sunlight and including producers, consumers, and decomposers.

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b. Develop simple models to illustrate the flow of energy through a food web/food chainbeginning with sunlight and including producers, consumers, and decomposers.

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c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)

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c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)

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d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or over- abundant.

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d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or over- abundant.

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a. Develop models to identify the parts of a plant—root, stem, leaf, and flower

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a. Develop models to identify the parts of a plant—root, stem, leaf, and flower

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b. Ask questions to compare and contrast the basic needs of plants (air, water, light, andnutrients) and animals (air, water, food, and shelter).

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b. Ask questions to compare and contrast the basic needs of plants (air, water, light, andnutrients) and animals (air, water, food, and shelter).

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c. Design a solution to ensure that a plant or animal has all of its needs met.

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c. Design a solution to ensure that a plant or animal has all of its needs met.

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a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

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a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

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b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

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b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

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c. Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.

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c. Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.

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d. Develop models to illustrate the unique and diverse life cycles of organisms other than humans.

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d. Develop models to illustrate the unique and diverse life cycles of organisms other than humans.

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S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

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S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

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a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.

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a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.

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b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seedproducers) using data from multiple sources.

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b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seedproducers) using data from multiple sources.

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S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

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S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

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a. Ask questions to compare and contrast instincts and learned behaviors.

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a. Ask questions to compare and contrast instincts and learned behaviors.

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b. Ask questions to compare and contrast inherited and acquired physical traits.

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b. Ask questions to compare and contrast inherited and acquired physical traits.

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(Clarification statement: Punnett squares and genetics are taught in future grades.)

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S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells. 

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S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells. 

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a. Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.

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a. Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.

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b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

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b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

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c. Construct an explanation that differentiates between the structure of plant and animal cells.

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c. Construct an explanation that differentiates between the structure of plant and animal cells.

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S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

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S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

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(Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus,
Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are
not expected to know these specific microorganisms. The list is provided to give teachers
examples.)

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a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.

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a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.

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b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.

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b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.

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S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

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S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

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a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.

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a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.

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b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

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b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

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c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

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c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

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S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air ,land, and water) and humans on the environment.

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S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air ,land, and water) and humans on the environment.

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a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

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a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

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b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

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b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.