Worms, Plants & Soil Science Standards
Teachers often use our programs to introduce a new unit or as a review before an assessment. Let us know a head of time if you’d like your presenter to focus on any specific topics.
For your convenience, we’ve made the following list of Florida Science Standards we cover during your Worms, Plants & Soil presentation. You may click on your grade, and copy & paste the standards into your lesson plans. (Florida Science Standards copied from CPALMS.org)
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.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses.
SC.K.N.1.5: Recognize that learning can come from careful observation.
SC.K.P.12.1: Investigate that things move in different ways, such as fast, slow, etc.
SC.K.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.
SC.1.E.6.1: Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.
SC.1.E.6.3: Recognize that some things in the world around us happen fast and some happen slowly.
SC.1.L.14.1: Make observations of living things and their environment using the five senses.
SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.
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.1.N.1.4: Ask “how do you know?” in appropriate situations.
SC.1.P.12.1: Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow.
SC.1.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.
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.2.E.6.3: Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.
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.N.1.3: Ask “how do you know?” in appropriate situations and attempt reasonable answers when asked the same question by others.
SC.2.P.8.1: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
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.3.L.14.1: Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
SC.3.L.14.2: Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
SC.3.L.15.2: Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
SC.3.L.17.1: Describe how animals and plants respond to changing seasons.
SC.3.L.17.2: Recognize that plants use energy from the Sun, air, and water to make their own food.
SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.
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.17.4: Recognize ways plants and animals, including humans, can impact the environment.
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.E.6.1: Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
SC.4.E.6.2: Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
SC.4.E.6.3: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearaing plants.
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.17.3: 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.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.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.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.
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