Georgia Standards of Excellence (GSE) — Science K–5
Kindergarten
SKL2 Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.
SKL2.b Construct an argument supported by evidence for how plants can be grouped according to their features.
Grade 1
S1L1 Obtain, evaluate, and communicate information about the basic needs of plants and animals.
S1L1.a Develop models to identify the parts of a plant—root, stem, leaf, and flower.
S1L1.b Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).
Grade 2
S2L1 Obtain, evaluate, and communicate information about the life cycles of different living organisms.
S2L1.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.
Grade 3
S3E1.b Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).
S3L2.b Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
Grade 4
S4L1 Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
S4L1.a Develop a model to describe the roles of producers, consumers, and decomposers in a community.
Grade 5
S5L1.b Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.
Georgia Standards of Excellence — Science, verified from GSE CASE items. Georgia ELA standards pending verification from uploaded GSE ELA document.
North Carolina Standard Course of Study — Science K–5
Kindergarten
K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things.
K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure • Growth • Changes • Movement • Basic needs.
Grade 1
1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.
1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).
1.L.2 Summarize the needs of living organisms for energy and growth.
1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.
1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants.
Grade 2
2.L.1 Understand animal life cycles.
2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism.
Grade 3
3.L.2 Understand how plants survive in their environments.
3.L.2.1 Remember the function of the following structures as it relates to the survival of plants in their environments: Roots – absorb nutrients • Stems – provide support • Leaves – synthesize food • Flowers – attract pollinators and produce seeds for reproduction.
3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.
3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants.
Grade 4
4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.
4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).
Grade 5
5.L.2 Understand the interdependence of plants and animals with their ecosystem.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.
NC ELA — Reading Informational Text & Language (K–5)
RI.K.4 With prompting and support, ask and answer questions about words in a text.
L.K.4 Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.
L.K.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
North Carolina Standard Course of Study, 2023 Quick Reference Guides, Grades K–5. All standards verified from NC DPI Quick Reference Guide image files.
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade 1
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Grade 2
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.
Grade 3
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-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.
Grade 5
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.
NJ ELA — Vocabulary Acquisition (K–5)
RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
NJ Student Learning Standards for Science and ELA, adopted 2020.
New York State Science Learning Standards (NYSSLS) — K–5
New York adopted the NGSS framework as NYSSLS. The performance expectations below are drawn from that framework as adopted by NYS.
Kindergarten
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade 2
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.
Grade 3
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.
Grade 5
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.
NY ELA — Vocabulary Acquisition (K–5)
NY-4RI4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
NY-4L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
New York State Science Learning Standards, adopted 2016 (NGSS-aligned). ELA codes require verification against NYSED ELA standards documentation — flag for review before publishing.
Michigan Science Standards (MSS) — K–5
Michigan adopted the NGSS framework as its Michigan Science Standards. Performance expectations below reflect that adoption.
Kindergarten
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade 2
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.
Grade 3
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-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.
Grade 5
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.
Michigan ELA — Vocabulary Acquisition (K–5)
L.K.6 – L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RI.K.4 – RI.5.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
Michigan Science Standards adopted 2015 (NGSS-aligned). Michigan ELA standards codes require verification against MDE ELA standards documentation — flag for review before publishing.
Next Generation Science Standards (NGSS) — Life Science
K–2 Life Science
K-LS1-1 Use observations to describe patterns of what plants and animals need to survive.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
3–5 Life 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.
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.
Science & Engineering Practices (all grades)
SEP.1 Asking questions and defining problems.
SEP.2 Developing and using models.
SEP.6 Constructing explanations and designing solutions.
Crosscutting Concepts
CCC.1 Patterns — seasonal cycles and plant growth patterns.
CCC.2 Cause and Effect — planting conditions affect growth outcomes.
Next Generation Science Standards, National Research Council, 2013.