Science Standards: Reptiles In-School Field Trip
You may use your in-school field trip to introduce a new unit or as a review before an assessment. We cover the following list of Florida Science Standards during your Reptiles In-school Field Trip. You may click on your grade, and copy & paste the standards into your lesson plans. (Florida Science Standards copied from CPALMS.org)
SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses.
SC.K.L.14.1: Recognize the five senses and related body parts.
SC.K.L.14.3: Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.K.L.14.2: Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.
SC.K.N.1.5: Recognize that learning can come from careful observation.
SC.K.P.10.1: Observe that things that make sound vibrate.
SC.K.P.12.1: Investigate that things move in different ways, such as fast, slow, etc.
SC.K2.CS-CS.1.1: Define simulation and identify the concepts illustrated by a simple simulation
SC.1.L.14.1: Make observations of living things and their environment using the five senses.
SC.1.E.6.3: Recognize that some things in the world around us happen fast and some happen slowly.
SC.1.L.14.3: Differentiate between living and nonliving things.
SC.1.L.16.1: Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.
SC.1.L.17.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
SC.1.N.1.2: Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
SC.2.N.1.5: Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
SC.2.L.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.2.E.6.2: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.
SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
SC.3.17.1: Describe how animals and plants respond to changing seasons.
SC.35.CS-CS.1.1: Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species).
SC.3.n.3.1: Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
SC.4.N.2.1: Explain that science focuses solely on the natural world.
SC.35.CS-CS.1.1: Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species).
SC.4.L.16.2: Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SC.4.L.17.1: Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment.
SC.4.N.2.1: Explain that science focuses solely on the natural world.
SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.35.CS-CS.1.1: Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species).
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.E.6.1: Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.
SC.6.N.2.2: Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
SC.6.N.2.3: Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another.
SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.7.P.11.3: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
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