EL3-SCI
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LevelCourse
Anchor Standards
Standard
Sub-Standard
SubSubStandard
Standard CodeStandardsIA
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EL3SCIE01000EL3-SCI.E.01.00.0Construct an argument that some animals form groups that help members survive.
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EL3SCIE01A0EL3-SCI.E.01.A.0Identify and support the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism.)
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EL3SCIE01B0EL3-SCI.E.01.B.0Apply Psalm 24 to this essential standard.
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EL3SCIE02000EL3-SCI.E.02.00.0Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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EL3SCIE02A0EL3-SCI.E.02.A.0Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils.)
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EL3SCIE02B0EL3-SCI.E.02.B.0Compare and contrast common fossils (i.e., trilobites, ferns, crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth today.
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EL3SCIE02BaEL3-SCI.E.02.B.aLabel type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in arctic areas, and fossils of extinct organisms.
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EL3SCIE02C0EL3-SCI.E.02.C.0Apply Psalm 24 to this essential standard.
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EL3SCIE03000EL3-SCI.E.03.00.0Judge a particular habitat to prove that some organisms can survive well, some survive less well, and some cannot survive at all.
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EL3SCIE03A0EL3-SCI.E.03.A.0Recall and describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature.)
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EL3SCIE03B0EL3-SCI.E.03.B.0Identify the basic needs of most animals (i.e., air, water, food, shelter.)
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EL3SCIE03BaEL3-SCI.E.03.B.aClassify organisms as herbivore, omnivore, or carnivore.
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EL3SCIE03BbEL3-SCI.E.03.B.bDistinguish between predator and prey.
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EL3SCIE03BcEL3-SCI.E.03.B.cConstruct a food chain with organisms labeled as predator/prey, herbivore/omnivore/carnivore, and producer/consumer/decomposer.
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EL3SCIE03BdEL3-SCI.E.03.B.dDistinguish between producers, consumers, and decomposers.
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EL3SCIE03C0EL3-SCI.E.03.C.0Recognize, classify, and categorize the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism.)
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EL3SCIE03D0EL3-SCI.E.03.D.0Identify and describe how different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals.
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EL3SCIE03E0EL3-SCI.E.03.E.0Predict and justify which plant or animal will be able to survive in a local environment based on its special structures or behaviors.
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EL3SCIE03D0EL3-SCI.E.03.D.0Apply Psalm 24 to this essential standard.
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EL3SCIE04000EL3-SCI.E.04.00.0Make 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.
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EL3SCIE04A0EL3-SCI.E.04.A.0Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water.)
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EL3SCIE04B0EL3-SCI.E.04.B.0Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation.)
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EL3SCIE04C0EL3-SCI.E.04.C.0Critique examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space.)
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EL3SCIE04D0EL3-SCI.E.04.D.0Connect environmental changes to the survival or adaptations of plants and animals.
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EL3SCIE04DaEL3-SCI.E.04.D.aUse evidence to support the explanation that traits can be influenced by the environment.
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EL3SCIE04E0EL3-SCI.E.04.E.0Formulate a solution to an environmental problem that effects plants and animals.
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EL3SCIE04F0EL3-SCI.E.04.F.0Apply Psalm 24 to this essential standard.
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EL3SCIES01000EL3-SCI.ES.01.00.0Illustrate that water changes state as it moves through the water cycle.
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EL3SCIES01A0EL3-SCI.ES.01.A.0Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
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EL3SCIES01B0EL3-SCI.ES.01.B.0Describe the relationship between heat energy from the sun, evaporation and condensation of water on Earth.
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EL3SCIES01C0EL3-SCI.ES.01.C.0Investigate and record temperature data to show the effects of heat energy on changing the states of water.
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EL3SCIES01D0EL3-SCI.ES.01.D.0Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water.)
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EL3SCIES01E0EL3-SCI.ES.01.E.0Use the Gospel recounting of Jesus' calming of the storm (Matthew, Mark, and Luke) to show God's connection to this essential standard.
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EL3SCIES02000EL3-SCI.ES.02.00.0Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
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EL3SCIES02A0EL3-SCI.ES.02.A.0Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect weather data ( i.e., temperature, wind speed and direction, precipitation, cloud type and cover.)
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EL3SCIES02B0EL3-SCI.ES.02.B.0Generalize relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time.
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EL3SCIES02C0EL3-SCI.ES.02.C.0Use the Gospel recounting of Jesus' calming of the storm (Matthew, Mark, and Luke) to show God's connection to this essential standard.
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EL3SCIES03000EL3-SCI.ES.03.00.0Obtain and combine information to describe climates in different regions of the world.
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EL3SCIES03A0EL3-SCI.ES.03.A.0Collect and interpret weather data (i.e., temperature, wind speed and direction, precipitation, cloud type and cover.)
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EL3SCIES03B0EL3-SCI.ES.03.B.0Use the Gospel recounting of Jesus' calming of the storm (Matthew, Mark, and Luke) to show God's connection to this essential standard.
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EL3SCIES04000EL3-SCI.ES.04.00.0Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
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EL3SCIES04A0EL3-SCI.ES.04.A.0Research different solutions to environmental hazards to reduce their negative impact.
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EL3SCIES04B0EL3-SCI.ES.04.B.0Use the Gospel recounting of Jesus' calming of the storm (Matthew, Mark, and Luke) to show God's connection to this essential standard.
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EL3SCILO01000EL3-SCI.LO.01.00.0Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
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EL3SCILO01A0EL3-SCI.LO.01.A.0Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction, and death (i.e., a flowering plant.)
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EL3SCILO01B0EL3-SCI.LO.01.B.0Observe, identify and sequence life cycles (birth, growth, and development, reproduction and death) of animals (i.e., butterfly, frog, chicken, snake, dog.)
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EL3SCILO01C0EL3-SCI.LO.01.C.0Apply Psalm 104:24-30 to this essential standard.
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EL3SCILO02000EL3-SCI.LO.02.00.0Analyze 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.
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EL3SCILO02A0EL3-SCI.LO.02.A.0Identify and relate the similarities and differences between plants and their offspring (i.e., seedlings.)
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EL3SCILO02B0EL3-SCI.LO.02.B.0Identify and relate the similarities and differences among animal parents and their offspring or multiple offspring.
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EL3SCILO02C0EL3-SCI.LO.02.C.0Apply Psalm 104:24-30 to this essential standard.
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EL3SCILO03000EL3-SCI.LO.03.00.0Use 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.
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EL3SCILO03A0EL3-SCI.LO.03.A.0Identify the major organs (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., absorption of water and light energy, transport, reproduction.) (Do NOT assess the term vascular.)
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EL3SCILO03B0EL3-SCI.LO.03.B.0Evaluate specialized structures and describe how they help plants survive in their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves.)
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EL3SCILO03C0EL3-SCI.LO.03.C.0Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages.)
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EL3SCILO02C0EL3-SCI.LO.02.C.0Apply Psalm 104:24-30 to this essential standard.
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EL3SCILO04000EL3-SCI.LO.04.00.0Use 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.
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EL3SCILO04A0EL3-SCI.LO.04.A.0Apply knowledge of specialized structures and senses and infer how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages.)
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EL3SCILO04C0EL3-SCI.LO.04.C.0Apply Psalm 104:24-30 to this essential standard.
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EL3SCILO05000EL3-SCI.LO.05.00.0Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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EL3SCILO05A0EL3-SCI.LO.05.A.0Compare structures of plants that serve similar functions in different species of plants.
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EL3SCILO05B0EL3-SCI.LO.05.B.0Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes.
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EL3SCILO05C0EL3-SCI.LO.05.C.0Apply Psalm 104:24-30 to this essential standard.
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EL3SCISI01000EL3-SCI.SI.01.00.0Create a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
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EL3SCISI02000EL3-SCI.SI.02.00.0Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
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EL3SCISI03000EL3-SCI.SI.03.00.0Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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