Dunes in my Backyard
This introduction to common plants and animals of the Indiana Dunes will teach students about habitats, food chains and ecosystems. They also will learn about the difference between pets and wildlife. Gr. 1-5
1st Grade Science
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1st Grade Social Studies
1.3.6 Explain the effect of seasonal change on plants, animals, and people.
1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources and how they protect these resources for the future.
2nd Grade Science
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2nd Grade Social Studies
2.3.8 Identify ways that recreational opportunities influence human activity in the community/region.
3rd Grade Science
3-LS2-1 Construct and argument that some animals form groups that help members survive.
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3rd Grade Social Studies
3.3.5 Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region.
3.3.9 Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there.
3.3.13 Identify and describe how human systems and physical systems have impacted the local environment.
4th Grade Science
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4.ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4th Grade Social Studies
4.3.6 Describe Indiana’s landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
Edible Landfill
Students will make a model landfill in a cup, learning about the design and layers of materials used in the construction of a modern landfill. They also will learn about the factors that can impact the surrounding environment, including groundwater. Gr. 3-8
3rd Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3rd Grade Social Studies
3.2.1 Discuss the reasons governments are needed and identify specific goods and services that governments provide.
3.2.5 Explain the importance of being a responsible citizen of your community, the state, and the nation. Identify
3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.
4th Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Science
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Social Studies
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting, and participation in the election process.
5.3.13 Describe and analyze how humans altered the physical environment to influence movement, politics, and lifestyles.
6th Grade Science
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
6th Grade Social Studies
6.1.16 Discuss the benefits and challenges related to the development of a highly technological society.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.3.13 Explain the impact of humans on the physical environment in Europe and the Americas.
7th Grade Science
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
7th Grade Social Studies
7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history.
8th Grade Science
MS-ESS3-3 Apply specific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
8th Grade Social Studies
8.2.7 Explain the importance of responsible participation by citizens in voluntary civil organizations to bring about social reform.
8.3.7 Using primary and secondary sources, identify ways people modified the physical environment as the United States developed and describe the impacts that resulted.
Garbology
The science of garbology will be compared to archeology. Students will learn about the scientific method and construct a timeline or chronology. They will examine clean garbage in small groups and come up with observations and inferences about people they never met. Gr. 3-6
3rd Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3rd Grade Social Studies
3.2.1 Discuss the reasons governments are needed and identify specific goods and services that governments provide.
3.2.5 Explain the importance of being a responsible citizen of your community, the state, and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.
3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.
4th Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Science
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
6th Grade Science
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
6th Grade Social Studies
6.1.16 Discuss the benefits and challenges related to the development of a highly technological society.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.3.11 Differentiate between the terms anthropology, archeology, and artifacts while explaining how these contribute to our understanding of societies in the present and the past.
Students learn about the life cycle and body parts of ladybugs, the dangers of pesticides and a safe alternative. Each student will examine a live ladybug and release it into nature. (August, September, & May). Gr. K-2
Kindergarten Science
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Kindergarten Social Studies
K.3.7 Recommend ways that people can improve their environment at home, in school, and in the neighborhood.
1st Grade Science
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS1-3 Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1st Grade Social Studies
1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.
2nd Grade Science
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Lesson of the Lorax
This lesson reviews the basic needs of plants and animals. The Dr. Seuss story The Lorax will be read, and students will act out the story in the form of a play. Gr. K-2
Kindergarten Science
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Kindergarten Social Studies
K.3.7 Recommend ways that people can improve their environment at home, in school, and in the neighborhood.
1st Grade Science
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1st Grade Social Studies
1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.
1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources and how they protect these resources for the future.
2nd Grade Science
2-PS1-4 Construct and argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2nd Grade Social Studies
2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.
Students will learn about their local watershed and many sources of pollution by using an interactive model. They also will participate in a review of the pollution solutions in their area. Gr. 3-5
3rd Grade Science
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3rd Grade Social Studies
3.2.1 Discuss the reasons governments are needed and identify specific goods and services that governments provide.
3.2.5 Explain the importance of being a responsible citizen of your community, the state, and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.
3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.
4th Grade Science
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Social Studies
5.3.5 Locate the continental divide and the major drainage basins/watersheds in the United States noting the watersheds that Indiana lies within.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
5.3.13 Describe and analyze how humans altered the physical environment to influence movement, politics, and lifestyles.
Pollution Tunnel
After taking part in this storm water quality education program, students will recognize various sources and uses of water in Northwest Indiana, describe pollutants in their community, and learn what they can do to protect the storm water and storm sewers in their communities. Gr. K-2
Kindergarten Science
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Kindergarten Social Studies
K.3.7 Recommend ways that people can improve their environment at home, in school, and in the neighborhood.
1st Grade Science
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
1st Grade Social Studies
1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.
2nd Grade Science
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
2nd Grade Social Studies
2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.
4 R’s: Reduce, Reuse, Recycle, and Rethink
Students will learn about natural resources that are used to make products; materials that are recyclable; how to reduce, reuse and rethink; and see products made from recycled materials. Gr. K-8
Kindergarten Science
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Kindergarten Social Studies
K.3.7 Recommend ways that people can improve their environment at home, in school, and in the neighborhood.
1st Grade Science
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
1st Grade Social Studies
1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.
1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources and how they protect these resources for the future.
2nd Grade Science
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
2nd Grade Social Studies
2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.
2.3.8 Identify ways that recreational opportunities influence human activity in the community/region.
3rd Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3rd Grade Social Studies
3.2.1 Discuss the reasons governments are needed and identify specific goods and services that governments provide.
3.2.5 Explain the importance of being a responsible citizen of your community, the state, and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.
3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.
3.4.1 Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.
4th Grade Science
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Science
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5th Grade Social Studies
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation.
6th Grade Science
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
6th Grade Social Studies
6.1.16 Discuss the benefits and challenges related to the development of a highly technological society.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
7th Grade Science
6-8.ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
7th Grade Social Studies
7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history.
8th Grade Science
MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8.ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Renewable Energy
Students will review renewable and non-renewable resources and the problems of nonrenewable energy. Alternative energy sources including wind, solar, hydro and geothermal will be presented, and students will enjoy an interactive activity demonstrating how electricity is generated. They also will operate a solar-powered device. Gr. 4- 7
4th Grade Science
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
5th Grade Science
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5th Grade Social Studies
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting, and participation in the election process.
5.3.13 Describe and analyze how humans altered the physical environment to influence movement, politics, and lifestyles.
6th Grade Science
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6th Grade Social Studies
6.1.16 Discuss the benefits and challenges related to the development of a highly technological society.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.3.12 Compare the distribution and evaluate the importance of natural resources such as natural gas, oil, forests, uranium, minerals, coal, seafood, and water in Europe and the Americas.
6.3.13 Explain the impact of humans on the physical environment in Europe and the Americas.
7th Grade Science
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-ESS2-1 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
6-8.ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
7th Grade Social Studies
7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history.
Water Watchers
Learn about the history of Indiana’s water and understand how easily pollution can contaminate our water supply. Students also will learn how relatively small our supply of fresh water is and why we need to protect it. Gr. 2-5
2nd Grade Science
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
3rd Grade Science
3-ESS2-3 Use a model to demonstrate how water, in its different forms, moves through the water cycle. Investigate place where water is found in different forms on the Earth.
3rd Grade Social Studies
3.2.5 Explain the importance of being a responsible citizen of your community, the state, and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.
3.4.1 Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.
4th Grade Science
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
4th Grade Social Studies
4.3.5 Explain how glaciers shaped Indiana’s landscape and environment.
4.3.6 Describe Indiana’s landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
5th Grade Science
5-ESS2-2 Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
3-5.ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5.ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5th Grade Social Studies
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting, and participation in the election process.
5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
5.3.13 Describe and analyze how humans altered the physical environment to influence movement, politics, and lifestyles.
Wonderful Worms
In their study of vermicomposting worms, students will assemble a model of a worm, learn about composting and use magnifiers or microscopes to examine live red wiggler worms. Gr. K-6
Kindergarten Science
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1 Use a model to represent the relationship between the needs of different plant and animals (including humans) and the places they live.
Kindergarten Social Studies
K.3.7 Recommend ways that people can improve their environment at home, in school, and in the neighborhood.
1st Grade Science
1-LS1-2 Read texts and use media to determine patterns of behavior of parents and offspring that help offspring survive.
1-LS1-3 Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
1-LS3-1 Make observations to construct an evidence-based account that young plant and animals are like, but not exactly like, their parents.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
1st Grade Social Studies
1.2.3 Describe ways that individual actions can contribute to the common good of the classroom or community.
2nd Grade Science
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
3rd Grade Science
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS2-1 Construct an argument that some animals form groups that help members survive.
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
4th Grade Science
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5th Grade Science
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
6th Grade Science
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.