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# Standards - Science

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Cause and Effect

### Knowledge

Students know:
• Pushes and pulls can have different strengths and directions.
• Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
• When objects touch or collide, they push on one another and can change motion.
• A bigger push or pull makes things speed up or slow down more quickly.

### Skills

Students are able to:
• Investigate forces and interactions.
• Describe objects and their motions.
• Describe relative strengths and directions of the push or pull applied to an object.

### Understanding

Students understand that:
• Simple tests can be designed to gather evidence to support or refute ideas about effects on the motion of the object caused by changes in the strength or direction of the pushes and pulls.

• Push
• Pull
• Collide
• Investigate
• Result
• Motion
• Objects
• Forces
• Strengths
• Directions
• Refute

### Scientific and Engineering Practices

Analyzing and Interpreting Data

Cause and Effect

### Knowledge

Students know:
• The relative speed or direction of the object before a push or pull is applied (e.g., faster, slower).
• The relative speed or direction of the object after a push or pull is applied.
• How the relative strength of a push or pull affects the speed or direction of an object (e.g., harder, softer).

### Skills

Students are able to:
• Conduct an investigation.
• Collect and record observations from tests of an object or tool to determine if it works as intended.
• Organize information in a usable format.
• Analyze data from tests to determine change in speed or direction.

### Understanding

Students understand that:
• Simple tests can be designed to gather evidence to support or refute ideas about the effects on the motion of the object caused by changes in the strength or direction of the pushes and pulls.

### Vocabulary

• Force
• Speed
• Direction
• Data
• Observe
• Describe
• Engineering
• Investigation
• Imagine
• Plan
• Create
• Improve
• Solution

### Scientific and Engineering Practices

Analyzing and Interpreting Data

Patterns

### Knowledge

Students know:
• All animals need food, water, and air in order to survive.
• Animals obtain their food from plants and other animals.
• Plants need water, light and air to survive.

### Skills

Students are able to:
• Distinguish between living (including humans) and nonliving things.
• Verify what living things, including plants and animals, need to survive.

### Understanding

Students understand that:
• Patterns in the natural world can be observed and used as evidence when distinguishing between living and nonliving things and determining the needs of living things.

• Distinguish
• Living
• Nonliving
• Verify
• Need
• Survive
• Animals
• Plants
• Nutrients
• Water
• Sunlight
• Air
• Food

### Scientific and Engineering Practices

Engaging in Argument from Evidence

Cause and Effect

### Knowledge

Students know:
• Plants and animals meet their needs.
• Plants change their environment to meet their needs.
• Animals change their environment to meet their needs.

### Skills

Students are able to:
• Gather data (evidence) to support a claim that plants and animals alter the environment when meeting their needs.

### Understanding

Students understand that:
• Systems in the natural and designed world have parts that work together like the plants and animals within their environments.

• Gather
• Evidence
• Support
• Plant
• Animal
• Provide
• Needs
• Alter
• Environment
• Claim

### Scientific and Engineering Practices

Developing and Using Models

### Crosscutting Concepts

Systems and System Models

### Knowledge

Students know:
• Needs of plants and animals native to Alabama.
• How to construct a model of a natural habitat and can identify and describe the components of the model
• Places where the different plants and animals live.
• The relationship between where plants and animals live and the resources those places provide

### Skills

Students are able to:
• Construct a model of interactions that occur in a natural habitat.
• Use a model to represent and describe the relationships between the components.

### Understanding

Students understand that:
• Systems in the natural environments of Alabama have parts that work together and can be represented.

• Construct
• Model
• Natural
• Habitat
• Conducive
• Needs
• Plants
• Animals
• Native
• Alabama

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Cause and Effect

### Knowledge

Students know:
• Human impact can have both positive and negative impact on the environment.
• We can create possible solutions to reduce the negative impacts on the environment.

### Skills

Students are able to:
• Identify possible solutions to lessen human impact on the environment.
• Plan possible solutions to lessen human impact on the environment.

### Understanding

Students understand that:
• Human impact has a positive and negative effect on the local environment.
• There are solutions that can lessen the negative impacts on a local environment.

• Identify
• Plan
• Solution
• Human impact
• Local
• Environment
• Reduce
• Reuse
• Recycle
• Causes
• Create
• Imagine
• Improve

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Cause and Effect

### Knowledge

Students know:
• Sunlight warms the Earth's surface.
• Know different patterns of relative warmth of materials in sunlight and in shade (e.g., hotter, warmer, cooler, and colder)
• Materials on the Earth's surface can be investigated (e.g., dirt, sand, water) and described.

### Skills

Students are able to:
• Investigate the effects of sunlight on Earth's surface.
• Observe the effects of sunlight on Earth's surface.
• Describe the effects of sunlight on Earth's surface.

### Understanding

Students understand that:
• Sunlight causes an observable effect on the Earth's surfaces including: water, soil, rocks, sand, grass.

• Observe
• Describe
• Sunlight
• Earth
• Surface
• Evaporation
• Temperature

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Cause and Effect

### Knowledge

Students know:
• The problem.
• The design solution.
• What way the design solution uses the given scientific information about the warming effect of the Sun on Earth's surface.

### Skills

Students are able to:
• Use tools and materials provided to design and build a device that reduces the effects of sunlight.

### Understanding

Students understand that:
• Structures can reduce the effects of sunlight on Earth's surface.
• Whether or not a device meets expectations in terms of cause (device reduces effects of sunlight) and effect (less warming).

• Design
• Construct
• Device
• Sunlight
• Reduce
• Effects
• Create
• Imagine
• Improve
• Plan

### Scientific and Engineering Practices

Analyzing and Interpreting Data

Patterns

### Knowledge

Students know:
• The number of sunny, cloudy, rainy, windy, cool, or warm days.
• The relative temperature at various times of the day (e.g., cooler in the morning, warmer during the day, cooler at night).
• The relative number of days of different types of weather conditions in a month.
• The change in the relative temperature over the course of the day.
• Certain months have more days of some kinds of weather than do other months (e.g., some months have more hot days, some have more rainy days).
• The differences in relative temperature over the course of a day (e.g., between early morning and the afternoon, between one day and another) are directly related to the time of day.

### Skills

Students are able to:
• Observe weather patterns over a period of time.
• Record findings of weather patterns over a period of time.
• Share findings of weather patterns over a period of time.
• Describe patterns in the weather data.

### Understanding

Students understand that:
• Patterns of weather can be observed, used to describe phenomena, and used as evidence.
• Whether events have causes that generate observable patterns.

### Vocabulary

• Observe
• Record
• Share
• Findings
• Weather
• Patterns
• Period of Time

Cause and Effect

### Knowledge

Students know:
• There are patterns related to local severe weather that can be observed (e.g., certain types of severe weather happen more in certain places).
• Weather patterns (e.g., some events are more likely to occur in certain regions) help scientist predict severe weather before it happens.
• Severe weather warnings are used to communicate predictions about severe weather.
• Weather forecasting can help people plan for, and respond to, specific local weather (e.g., responses: stay indoors during severe weather, go to cooling centers during heat waves; preparations: evacuate coastal areas before a hurricane, cover windows before storms).

### Skills

Students are able to:
• Obtain, evaluate and communicate information from observations and grade appropriate text or media.
• Obtain information to describe patterns in the natural world.

### Understanding

Students understand that:
• Severe weather has causes that generate observable patterns.

### Vocabulary

• Weather
• Forecasting
• Severe
• Purpose
• Obtain Information

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Cause and Effect

### Knowledge

Students know:
• Sound can cause matter to vibrate.
• Vibrating matter can cause sound.

### Skills

Students are able to:
• Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
• Make observations that can be used as evidence about sound.

### Understanding

Students understand that:
• Sound can cause matter to vibrate.
• Vibrating matter can cause sound.
• There is a cause/effect relationship between vibrating materials and sound.

### Vocabulary

• vibrations/vibrate
• matter
• sound
• evidence
• experiments
• conduct
• create

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Cause and Effect

### Knowledge

Students know:
• Light comes from different sources (natural/man-made).
• Objects can be seen only when there is a light source.
• Objects can be seen if they give off their own light.

### Skills

Students are able to:
• Gather evidence from observations to support the explanation that objects can only be seen when illuminated.

### Understanding

Students understand that:
• Objects can be seen only when a light source causes it to be illuminated.

• light
• illuminate
• construct
• explanation
• observation
• available
• objects

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Cause and Effect

### Knowledge

Students know:
• Some materials allow all light to pass through.
• Some materials allow partial light to pass through.
• Some materials block all the light from passing through.
• Some materials reflect light, which changes its direction.

### Skills

Students are able to:
• Investigate to determine the effect of placing objects made of different materials in a beam of light.

### Understanding

Students understand that:
• Simple tests can gather evidence to determine that placing different materials in a beam of light will cause light to either: pass through, partially pass through, block, or reflect.

• transparent
• translucent
• opaque
• reflect
• investigate
• observe
• light
• partial
• block
• material
• record
• data
• shiny

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

### Knowledge

Students know:
• Light travels over a given distance.
• Light can be used to communicate over a distance.
• Sound travels over a given distance.
• Sound can be used to communicate over a distance.

### Skills

Students are able to:
• Use tools and materials provided to solve the specific problem of being able to communicate using signals over distance using light or sound.

### Understanding

Students understand that:
• People depend on various technologies in their lives like devices that can be created to communicate over a distance using light or sound.

### Vocabulary

• design
• construct
• device
• light
• sound
• communication signal
• distance
• simulate
• design process
• imagine
• plan
• create
• improve

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

### Crosscutting Concepts

Structure and Function

### Knowledge

Students know:
• How plants use their external parts to survive, grow and meet their needs.
• How animals use their external parts to survive, grow and meet their needs.
• People can imitate how plants and animals survive and grow to help us solve a human problem.

### Skills

Students are able to:
• Design a device that attempts to solve a human problem.
• Use materials to imitate external structures of plants and animals.

### Understanding

Students understand that:
• The shape and stability of structures of natural and designed objects are related to their function.

### Vocabulary

• materials
• design
• solution
• human problem
• imitate
• external parts
• survive
• needs
• insulation
• mimicry
• camouflage
• protection
• plan
• imagine
• create
• improve

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Patterns

Students know:

### Skills

Students are able to:
• Obtain information to provide evidence of the patterns of protective behavior engaged in by animal parents and their offspring,

### Understanding

Students understand that:
• Animals have behavior patterns that help the offspring survive.

### Vocabulary

• obtain information
• evidence
• offspring
• parents
• patterns
• survive
• engage
• behavior

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Patterns

### Knowledge

Students know:
• Young animals are very much, but not exactly, like their parents.
• Plants are very much, but not exactly, like their parents.

### Skills

Students are able to:
• Use observations as evidence to identify similarities and differences between parents and offspring and between offspring and other members of the same species.

### Understanding

Students understand that:
• Patterns can be used as evidence that individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

### Vocabulary

• identify
• observation
• similarities
• differences
• offspring
• parents
• members
• species
• evidence
• pattern

### Scientific and Engineering Practices

Analyzing and Interpreting Data

Patterns

### Knowledge

Students know:
• Stars are not seen in the sky during the day, but are seen in the sky at night.
• The sun is at different positions in the sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening.
• The moon can be seen during the day and at night, but the sun can only be seen during the day.
• The moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky.

### Skills

Students are able to:
• Organize data from observations in order to describe objects in the day/night sky
• Use patterns found in data from observations to describe and predict the position of objects in the day/night sky.

### Understanding

Students understand that:
• Patterns related to the appearance of objects in the sky can be observed and used to provide evidence that future appearances of those objects can be predicted.

• observe
• describe
• predict
• pattern
• sun
• moon
• star
• sky
• day
• night
• sunset
• sunrise
• motion
• appear

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Patterns

### Knowledge

Students know:
• There is a relationship between the relative length of the day and the season of the year.

### Skills

Students are able to:

### Understanding

Students understand that:
• Seasonal patterns of sunrise and sunset can be observed, described and predicted.

### Vocabulary

• observe
• seasonal
• patterns
• sunrise
• sunset
• describes
• relationship
• hours
• daylight
• year

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Patterns

### Knowledge

Students know:
• Different kinds of matter exists.
• Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
• Many types of matter can be either solid or liquid, depending on temperature.

### Skills

Students are able to:
• Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.

### Understanding

Students understand that:
• Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.

### Vocabulary

• Solid
• Liquid
• Physical Properties
• Investigate
• Classify
• Opaque
• Transparent
• Translucent
• Rough
• Smooth
• Float
• Sink
• Shape
• Various
• Substances
• Conduct
• Describe

### Scientific and Engineering Practices

Analyzing and Interpreting Data

### Crosscutting Concepts

Cause and Effect

### Knowledge

Students know:
• Properties of materials (e.g., strength, flexibility, hardness, texture, absorbency) Different uses for the materials.
• The relationship between properties of materials and some potential uses (metal is strong, paper is absorbent, etc.).

### Skills

Students are able to:
• Conduct simple tests to collect and display data about the physical properties of various materials.
• Analyze data to identify and describe relationships between properties and their potential uses.

### Understanding

Students understand that:
• Simple tests can be designed to gather evidence about the relationship between properties of materials and their intended uses.

### Vocabulary

• Evaluate
• Data
• Graphs
• Properties
• Purpose
• Strength
• Flexibility
• Hardness
• Texture
• Absorbency
• Collect
• Appropriate

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

### Crosscutting Concepts

Energy and Matter

### Knowledge

Students know:
• Different properties are suited for different purposes.
• A great variety of objects can be built up from a small set of pieces.
• Structures can be disassembled and rearranged into new and different structures.

### Skills

Students are able to:
• Disassemble a structure into small pieces.
• Assemble a new structure using the same small pieces.
• Provide a written and/or oral explanation that correlates with a demonstration detailing the characteristics of the new object or objects.

### Understanding

Students understand that:
• Structures may be broken into smaller pieces and a new structure, that is different in size or shape, can be formed from the same pieces.

### Vocabulary

• Demonstrate
• Explain
• Structure
• Pieces
• Disassemble
• Rearrange
• Different

### Scientific and Engineering Practices

Engaging in Argument from Evidence

### Crosscutting Concepts

Cause and Effect

### Knowledge

Students know:
• Characteristics of materials before heating or cooling.
• Characteristics of materials after heating and cooling.
• Characteristics of materials when heating or cooling is reversed.

### Skills

Students are able to:
• Analyze evidence to support a claim that heating and cooling causes change in matter.

### Understanding

Students understand that:
• Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.

### Vocabulary

• Properties
• Evidence
• Change
• Matter
• Heating
• Cooling
• Reversible
• Irreversible

### Scientific and Engineering Practices

Planning and Carrying out Investigations

### Crosscutting Concepts

Cause and Effect

### Knowledge

Students know:
• Basic growth needs of plants include water, nutrients, light, and air.

### Skills

Students are able to:
• Conduct an investigation to produce data used as evidence.
• Determine the growth needs of plants.
• Collaboratively develop an investigation plan that describes key features of the investigation and isolates variables as needed.

### Understanding

Students understand that:
• There are observable patterns present in the growth of plants that can be used to determine the needs of plants.

### Vocabulary

• Investigation
• Variable
• Water
• Light
• Soil
• Air
• Nutrients
• Causes
• Effects
• Isolate

### Scientific and Engineering Practices

Developing and Using Models

### Crosscutting Concepts

Structure and Function

### Knowledge

Students know:
• The structure of a plant.
• The relevant structures of the animal.
• The process of plant pollination.
• The relationship between components of their model that allow for movement of pollen or seeds.
• Relationships between the parts of the model they are developing and the parts of the animal they are simulating.

### Skills

Students are able to:
• Develop and use a simple model to simulate how animals disperse seeds.
• Develop and use a simple model to simulate how animals pollinate plants.

### Understanding

Students understand that:
• The shape and structure of plants and animals are designed to interact with their environment and function to disperse seeds or pollinate plants.

### Vocabulary

• Model
• Design
• Construct
• Explain
• Simulate
• Disperse
• Pollen
• Pollinate
• Mimic
• Structure
• Function
• Transfer
• Extract
• Imagine
• Plan
• Create
• Improve
• Engineering Design Process

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Patterns

### Knowledge

Students know:
• Plants and animals are diverse within different habitats.

### Skills

Students are able to:
• Obtain information from literature and other media.
• Illustrate the different kinds of living things and the different habitats in which they can be found.

### Understanding

Students understand that:
• There are many different kinds of living things in any area, and they exist in different places on land and in water.

### Vocabulary

• Literature
• Media
• Diversity
• Habitats
• Woodland
• Tundra
• Desert
• Rainforest
• Ocean
• River

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

### Crosscutting Concepts

Stability and Change

### Knowledge

Students know:
• Earth events and the results of those events may occur slowly or rapidly.
• Some events are much longer than can be observed.

### Skills

Students are able to:
• Make observations and obtain information from multiple sources to provide evidence about Earth events.

### Understanding

Students understand that:
• Eart's events may change the Earth slowly or rapidly.

### Vocabulary

• Earth events/natural phenomena
• Earthquake
• Flood
• Volcanic explosions
• Glaciers
• Erosion
• Landslides
• Weathering

### Scientific and Engineering Practices

Developing and Using Models

Patterns

### Knowledge

Students know:
• The physical features of Earth can be modeled, as on a map.
• The relationship between components their model and kinds of land and bodies of water in a given area.

### Skills

Students are able to:
• Create a model that represents both land and bodies of water in an area.
• Make connections between their model and the shapes and kinds of land and water in an area.

### Understanding

Students understand that:
• Models can represent patterns in the natural world like the shapes and kinds of land and bodies of water in an area.

### Vocabulary

• Physical features
• Models
• Mountains
• Valleys
• Plains
• Deserts
• Lakes
• Rivers
• Oceans

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Patterns

### Knowledge

Students know:
• Water is found in many places on Earth.
• Water exists as solid ice and in liquid form.

### Skills

Students are able to:
• Identify which sources of information are likely to provide scientific information.
• Collect and evaluate data to identify water found on Earth.

### Understanding

Students understand that:
• There are observable patterns as to where water is found on Earth and what form it is in.

• Collect
• Evaluate
• Solid
• Liquid
• Glaciers
• Oceans
• Lakes
• Rivers
• Streams
• Frozen
• Ponds

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

### Crosscutting Concepts

Stability and Change

### Knowledge

Students know:
• Wind and water can change the shape of the land on Earth, sometimes slowly and sometimes quickly.
• Solutions that can slow or prevent wind or water from changing the land impacts the natural world.

### Skills

Students are able to:
• Examine changes caused by Earth's events, like winds and floods.
• Test, compare, and evaluate solutions (technologies) that address changes caused by Earth's events.

### Understanding

Students understand that:
• Earth's events may change the land slowly or rapidly.
• Developing and using technology has an impact on the natural world.

### Vocabulary

• Examine
• Compare
• Test solutions
• Earth's events/natural phenomena
• Flooding
• Erosion
• Wind breaks/technology
• Dams/dikes/technology
• Imagine
• Plan
• Create
• Improve
• Engineering Design Process

### Scientific and Engineering Practices

Planning and Carrying out Investigations

### Crosscutting Concepts

Cause and Effect

### Knowledge

Students know:
• Each force acts on one particular object and has both strength and direction.
• An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object.
• Forces that do not sum to zero can cause changes in the object's speed or direction of motion.
• Objects in contact exert forces on each other.

### Skills

Students are able to:
• Collaboratively plan an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
• Carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time.
• Collect and record data from experiment.
• Describe how the investigation plan addresses the purpose of the investigation.
• Communicate findings graphically.

### Understanding

Students understand that:
• Cause and effect relationships provide evidence when investigating balanced and unbalanced forces.

### Vocabulary

• Experiment
• Variable
• Motion
• Force (push and pull)
• Balanced forces
• Unbalanced forces
• Cause and effect
• Number
• Size
• Direction
• Position
• Friction
• Air resistance
• Communicate
• Graphically
• Net force
• Sum

### Scientific and Engineering Practices

Planning and Carrying out Investigations

Patterns

### Knowledge

Students know:
• The patterns of an object's motion in various situations can be observed and measured.
• When past motion exhibits a regular pattern, future motion can be predicted from it.

### Skills

Students are able to:
• Investigate the motion of an object.
• Identify patterns in the motion of an object.
• Measure the motion of an object.
• Communicate graphically the pattern of motion of an object.
• Use patterns of motion of an object to predict future motion of that object.

### Understanding

Students understand that:
• The pattern in the motion of the object can be used to predict future motion.

### Vocabulary

• Investigate
• Measure
• Communicate
• Graphical format
• Motion
• Pattern
• Predict
• Phenomenon
• Data

### Crosscutting Concepts

Cause and Effect

### Knowledge

Students know:
• The size of the force can affect the electrical and magnetic interaction of two objects not in contact with one another.
• The orientation of magnets can affect the magnetic interaction of two objects not in contact with one another.
• The repulsion or attraction of magnets can affect the magnetic interaction of two objects not in contact with one another.
• The presence of a magnet and the force the magnet exerts on other objects affects the magnetic force of two objects not in contact with one another.
• The electrical charge of an object can affect the electrical force of two objects not in contact with one another.

### Skills

Students are able to:
• Explore electrical interactions between two objects not in contact with one another.
• Explore magnetic interactions between two objects not in contact with one another.
• Determine cause-and-effect relationships of electrical interactions between two objects not in contact with one another.
• Determine cause-and-effect relationships of magnetic interactions not in contact with one another.

### Understanding

Students understand that:
• Cause and effect relationships are routinely identified, tested, and used to explain change.
• Magnetic and electrical forces affect the way objects interact.

### Vocabulary

• Explore
• Manipulate
• Cause and Effect
• Electrical Interactions
• Magnetic Interactions
• Magnet
• Repel
• Attract

### Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

### Knowledge

Students know:
• Magnetic forces between a pair of objects do not require that the objects be in contact with each other.
• The sizes of the forces in a magnetic situation depend on the properties of the objects, the distances apart, and their orientation relative to each other.

### Skills

Students are able to:
• Define a problem that can be solved with magnets.
• Apply scientific ideas about magnets.
• Solve a problem with scientific ideas about magnets through an engineering design project.

### Understanding

Students understand that:
• Scientific discoveries about the natural world, such as magnets, can often lead to new and improved technologies, which are developed through the engineering design process.

### Vocabulary

• Magnet
• Properties
• Engineering Design Process (Ask, Imagine, Plan, Create, Improve)
• Attract
• Repel
• Forces

### Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Patterns

### Knowledge

Students know:
• Resources obtained and used by living things.
• Organisms can be classified as living things based on the following: their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
• The life cycles of different organisms can look different, but all follow a pattern.

### Skills

Students are able to:
• Obtain information from a variety of resources to describe organisms that are classified as living things, rather than nonliving things.
• Combine information to describe that organisms are classified as living things, rather than nonliving things.

### Understanding

Students understand that:
• Patterns can be used when determining that organisms are living things.

### Vocabulary

• Organisms
• Living things
• Nonliving things
• Growth
• Resources
• Reproduce
• Stable conditions
• Internal conditions
• External environment