Week 14 Trivia

Part of

• Weekly Trivia

Standards alignment

Common Core State Standards

• D1.3.K-2 — Individually and with others, students construct supporting questions and… Identify facts and concepts associated with a supporting question.

Alaska

• 2 — understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;
• 3-ESS2-2 — Obtain and combine information to describe climates in different regions of the world.

Arizona

• K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

Arkansas

• C.1.1.4 — Describe state and national symbols and patriotic songs: • American flag • Flag etiquette • Star Spangled Banner • Recitation of Pledge of Allegiance • “Arkansas” by Eva Ware Barnett • White-Tailed Deer • Milk • Square Dance • Diamond

Colorado

• RWC20-GR.2-S.4-GLE.1-EO.e — Use a variety of multimedia sources to answer questions of interest.

Connecticut

• INQ.K–2.3 — Identify facts and concepts associated with a supporting question.
• GEO 2.6 — Identify cultural and environmental characteristics of a place/region.

Florida

• ELA.K.C.4.1 — Recall information to answer a question about a single topic.

Georgia

• S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Idaho

• K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS-1.1)

Iowa

• SS.K.14. — Compare environmental characteristics in Iowa with other places.

Massachusetts

• 1-LS1-1 — Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.

Michigan

• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Minnesota

• 3L.4.2.1.1 — Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (P: 8, CC: 4, CI: LS1)
• 0.1.2.2.1 — Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.

Mississippi

• L.2.4.1 — Evaluate and communicate findings from informational text or other media to describe how plants and animals use adaptations to survive (e.g., ducks use webbed feet to swim in lakes and ponds, cacti have waxy coatings and spines to grow in the desert) in distinct environments (e.g., polar lands, saltwater and freshwater, desert, rainforest, woodlands).
• L.K.1B.1 — Develop and use models to exemplify how animals use their body parts to (a) obtain food and other resources, (b) protect themselves, and (c) move from place to place.

Montana

• SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;

New Hampshire

• SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)

New Jersey

• 6.1.2.Geo.HE.3 — Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

New Mexico

• K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).

Ohio

• K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
• SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).
• 3.LS.2 — Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.

Pennsylvania

• 7.1.3.B — Identify and locate places and regions.

South Carolina

• ELA.1.C.9.1 — Listen to others to ask and answer questions on a topic.
• ELA.2.R.1.1 — Ask and answer questions about print and non-print sources to narrow or broaden thinking.

South Dakota

• 1.SL.2 — Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.
• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Tennessee

• 3.09 — Identify and locate the fifty states of the U.S.

Texas

• 3.13A — explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and

Utah

• 1.2.2 — Construct an explanation by observing patterns of external features of living things that survive in different locations. Emphasize how plants and nonhuman animals, found in specific surroundings, share similar physical characteristics. Examples could include that plants living in dry areas are more likely to have thick outer coatings that hold in water, animals living in cold locations have longer and thicker fur, or most desert animals are awake at night. (LS1.A, LS1.D)

Vermont

• Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

Virginia

• 2.C.2.A.ii — Engage the audience by asking and/or responding to questions.

Washington

• G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
• G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.

West Virginia

• S.3.14 — Obtain and combine information to describe climates in different regions of the world.

Wisconsin

• ELA.1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
• ELA.3.SL.3 — Ask and answer questions about information from a speaker, offering elaboration and detail.

Wyoming

• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.