This topic focuses on observing, exploring, describing and comparing living things in Ohio.
CONTENT STATEMENT
K.LS.2: Living things have physical traits and behaviors, which influence their survival. Living things are made up of a variety of structures. Some traits can be observable structures. Some of these structures and behaviors influence their survival.
CONTENT ELABORATION
Kindergarten Concepts
At this grade level, providing exposure through personal observation and stories to a large variety of living things is required. The focus is not on naming the structures of living things but associating through interaction and observation that living things are made of structures, and because of those structures, living things can do specific activities. Identify and discuss examples, such as: birds having wings for flying and beaks for eating; dogs having eyes for seeing, teeth for chewing and legs for moving; trees having leaves to capture sunlight and trunks for support.
Concrete experiences are necessary to deepen knowledge of the traits and behaviors of living things. Technology can be used to compare data on the number of honeybees observed in the schoolyard with other schools. Additional inquiry investigations include conducting observations of pond water (focusing on macroscopic organisms), raising a classroom pet (check for student allergies), bird watching, noting differences between different types of plants and planting seeds and watching them grow.
Future Application of Concepts
Grades 1-2: The physical environment is identified as the source for what organisms need to survive.
Grades 3-5: Plants and animals have certain physical or behavioral characteristics that improve their chances of surviving in specific environments.
Grades 6-8: Changes in environmental conditions can affect how beneficial a trait will be for survival and reproductive success of an individual or an entire species.
EXPECTATIONS FOR LEARNING
The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.
VISIONS INTO PRACTICE: CLASSROOM EXAMPLES
This section provides guidance for developing classroom tasks that go beyond traditional approaches to instruction. It is a springboard for generating innovative ideas to address the cognitive demands. A variety of activities are presented so that teachers can select those that best meet the needs of their students. This is not an all-inclusive checklist and is not intended to cover every aspect of the standards. These activities are suggestions and are not mandatory.