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  • Kindergarten

    Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Students who demonstrate understanding can:

Performance Expectations

  1. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2

    Clarification Statement and Assessment Boundary
  2. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1

    Clarification Statement and Assessment Boundary
  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-ESS3-3

    Clarification Statement and Assessment Boundary
  4. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-LS1-1

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Engaging in Argument from Evidence

Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RI.K.1 - With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
  • SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
  • W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2)
  • W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2), (K-ESS3-3)
  • W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)

Mathematics

  • K.CC - Counting and Cardinality (K-ESS3-1)
  • K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (K-LS1-1)
  • MP.2 - Reason abstractly and quantitatively. (K-ESS3-1)
  • MP.4 - Model with mathematics. (K-ESS3-1)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • This lesson plan provides visual and hands-on activities provides for learners to gain knowledge about the finite amount of fresh water on Earth and encourages the discussion of the various ways to conserve this resource.  The …

  • Students watch video clips of animals and plants in their natural environments to determine what living things need to survive. They will then complete an illustration of their own real or imagined plant or animal fulfilling one or more of their need…

  • This lesson is conducted in two 50 minute sessions. Students are introduced to the negative effects of oil spills on both biotic and abiotic elements in an environment. Students identify and discuss ways to prevent or minimize the negative impact o…

  • Students view pictures, listen to sounds, and gather information from the National Geographic website to learn how the coats of big cats; lions, tigers, and leopards, help them survive in their habitats. Students then illustrate a coat for themselves…

  • On the home page link choose Massive Migrations, K-4 and download the PDF. In this activity students are guided in creating a physical simulation of bird migration. They participate in three stations simulating the three habitat types of migratory bi…

  • Students learn the needs of plants by designing and conducting experiments that control the amount of water and light the plants receive. They measure plant growth over time using non-standard measurements and record their findings using comparative …

  • This online, interactive activity combines animation and informative text to teach about a variety of animals and how they meet their needs in their environments. This activity is based on the popular PBS animated show, Wild Kratts. Students can acce…

  • This is a 3.5 minute narrated video explaining the use of natural resources to supply the needs of humans, and solutions for preserving them. …

  • Students learn about food chains through an activity that teaches how animals depend on plants and other animals for food and, ultimately, energy from the sun. Students use online video, poetry, and song to gain knowledge about food chains and create…

  • This cross curricular unit engages young students in the study of animals, plants, and their environment through the use of modeling, constructing arguments with evidence, and using observations to describe the ways animals interact with their env…

  • This resource is a 5-E lesson based on the book "All the Water in the World" by George Ella Lyon and Katerine Tillotson.  In this lesson students describe ways they use water and how they can reduce their water consumption. &nb…

  • Students explore basic survival needs of humans and wildlife and draw their own homes (habitats) and neighborhood. Background information is given for the teacher to preview before the lesson is taught.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.