Insects

Part of

• All About Animals

Standards alignment

Common Core State Standards

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Alabama

• SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.
• SC23.3.5 — Develop and use models to compare the diverse life cycles of organisms other than humans, including birth, growth, reproduction, and death.
• SC23.4.8 — Make a claim, using evidence, that the functions of both internal and external structures of plants and animals (including humans) support growth, survival, and behavior.

Alaska

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Arizona

• 1.L1U1.6 — Observe, describe, and predict life cycles of animals and plants.
• 1.L4U1.10 — Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.
• K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
• Objects and organisms can be described in terms of their parts.
• K.L1U1.7 — Observe, ask questions and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

Arkansas

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

California

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Use counting and numbers to identify and describe patterns in the natural and designed world(s).

Colorado

• LS1.A — Structure and Function: All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow and produce more plants.
• SC.1.2.1 — All organisms have external parts that they use to perform daily functions.
• SC.3.2.1 — Organisms have unique and diverse life cycles.
• SC.P.2.2.b — Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.
• SC.P.2.1.a — Observe, describe and discuss living things.

Connecticut

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Delaware

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Florida

• SC.2.L.16.1 — Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
• 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.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.5.L.14.2 — Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

Georgia

• SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.
• S2L1.a — Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
• S2L1.d — Develop models to illustrate the unique and diverse life cycles of organisms other than humans.
• S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Hawaii

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Idaho

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS-1.1)
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS-1.1)
• Populations of animals are classified by their characteristics. (5-LS-2.2)

Illinois

• LS1.A-P1 — All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• DATA-P3 — Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
• LS1.A-P1 — All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Indiana

• 2.LS.3 — Classify living organisms according to variations in specific physical features (i.e., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.
• K.LS.2 — Describe and compare the physical features of common living plants and animals.
• 1.LS.1 — Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 2.LS.2 — Compare and contrast details of body plans and structures within the life cycles of plants and animals.

Iowa

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Kansas

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

Kentucky

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Louisiana

• Objects and organisms can be described in terms of their parts.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Maine

• Objects and organisms can be described in terms of their parts.
• Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Maryland

• DCI.LS1.A.K-2.1 — All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• CCC.4.K-2.2 — Objects and organisms can be described in terms of their parts.
• DCI.LS1.B.3-5.1 — Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

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.
• PreK-LS1-1(MA) — Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts.
• 3-LS1-1 — Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.
• K-LS1-2(MA) — Recognize that all plants and animals grow and change over time.

Michigan

• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 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

• 1L.3.1.1.1 — Develop a simple model based on evidence to represent how plants or animals use their external parts to help them survive, grow, and meet their needs. (P: 2, CC: 6, CI: LS1)
• 3L.3.1.1.2 — Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. (P: 2, CC: 4, CI: LS1)
• 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)

Mississippi

• L.1.2.2 — Obtain, evaluate, and communicate information through labeled drawings, the life cycle (egg, larva, pupa, adult) of pollinating insects (e.g., bees, butterflies).
• L.1.3B.1 — Identify the body parts of a pollinating insect (e.g., bee, butterfly) and describe how insects use these parts to gather nectar or disburse pollen. Report findings using drawings, writing, or models.
• 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.
• L.2.1.1 — Compare and sort groups of animals with backbones (vertebrates) from groups of animals without backbones (invertebrates).

Missouri

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
• Objects and organisms can be described in terms of their parts.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Montana

• 3-LS1-1 — develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death;
• 4-LS1-1 — construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction; and

Nebraska

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• 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.
• SC.3.9.3.A — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Nevada

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

New Hampshire

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

New Jersey

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

New Mexico

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 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.

New York

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

North Carolina

• LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
• LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
• LS.2.1.1 — Use models to summarize the life cycle of animals including: birth, developing into an adult, reproducing, aging and death.
• LS.K.2 — Understand characteristics of organisms that make them alike and different.

North Dakota

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
• 1-LS1-1 — Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death.

Ohio

• K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
• 3.LS.3 — Plants and animals have life cycles that are part of their adaptations for survival in their natural environments
• K.LS.1 — Living things have specific characteristics and traits.

Oklahoma

• Plants and animals have unique and diverse life cycles. (3.LS1.1)
• All organisms have external parts. (1.LS1.1)
• Different animals use their body parts 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. (1.LS1.1)
• Objects and organisms can be described in terms of their parts. (2.LS4.1)
• 3.LS1.1 — Develop and use models to describe that organisms have unique and diverse life cycles but all have a common pattern of birth, growth, reproduction, and death.

Oregon

• 3.LS1.1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.][assessment boundary: assessment of plant life cycles is limited to those of flowering plants. assessment does not include details of human reproduction.]
• 4.LS1.1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

Pennsylvania

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• 3.1.3.A — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Rhode Island

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

South Carolina

• 1-LS1-1.DCI.A: — Structure and Function All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. NRC Framework Link
• 3-LS1-1. — Develop and use models to describe how organisms change in predictable patterns during their unique and diverse life cycles. Clarification Statement: Changes organisms go through during their life cycles could include birth/sprouting, growth, reproduction, and death. State Assessment Boundary: Assessment does not include human examples or details of reproduction beyond two ways animals are born: live from mother or hatched from eggs.
• 3-LS1-1.DCI.B: — Growth and Development of Organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. NRC Framework Link
• K-LS1-1.SEP.A: — Analyzing and Interpreting Data Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. NRC Framework Link

South Dakota

• Explaining the life cycle of different organisms within an ecosystem.
• Objects and organisms can be described in terms of their parts.
• Describing similarities and differences in different organisms of the same species and different species.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 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

• 2.LS1.1 — Use evidence and observations to explain that many 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.
• 2.LS1.2 — Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.
• 2.LS1.3 — Use simple graphical representations to show that species have unique and diverse life cycles.
• 3.LS1.1 — Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Texas

• 2.10C — investigate and record some of the unique stages that insects such as grasshoppers and butterflies undergo during their life cycle.
• 1.13A — identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
• 2.13D — investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs.
• K.10B — identify basic parts of plants and animals;

Utah

• Students relate the shape and structure of an object or living thing to its properties and functions.
• 3.2.1 — Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death. Examples of changes in life cycles could include how some plants and animals look different at different stages of life or how other plants and animals only appear to change size in their life. (LS1.B)
• 3.2.4 — Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. Examples of traits could include large thorns protecting a plant from being eaten or strong smelling flowers to attracting certain pollinators. Examples of behaviors could include animals living in groups for protection or migrating to find more food. (LS2.D, LS4.B)
• 4.1.1 — Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Emphasize how structures support an organism's survival in its environment and how internal and external structures of plants and animals vary within the same and across multiple Utah environments. Examples of structures could include thorns on a stem to prevent predation or gills on a fish to allow it to breathe underwater. (LS1.A)

Vermont

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Virginia

• 1.5.b — Animals have different physical characteristics that perform specific functions.
• 1.5.c — Animals can be classified based on a variety of characteristics.
• 2.4.a — Animals have life cycles.
• 2.1.a.ii — Make predictions based on observations and prior experiences.
• K.1.b.ii — Identify characteristics and properties of objects through observations.

Washington

• All organisms have external parts. Different animals use their body parts 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Washington, D.C.

• Objects and organisms can be described in terms of their parts.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 4-LS1-1 — Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

West Virginia

• Building and appropriately using science domain vocabulary and phrases
• Determining the relationships between structure and function
• S.3.9 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Obtaining, evaluating, and communicating information

Wisconsin

• All organisms have external parts that they use to perform daily functions.
• Students understand objects and organisms can be described in terms of their parts and that systems in the natural and designed world have parts that work together.
• Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles.
• Students collect, record, and share observations. This includes the following: Record information (observations, thoughts, and ideas). Use and share pictures, drawings, or writings of observations. Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems. Compare predictions (based on prior experiences) to what occurred (observable events). Analyze data from tests of an object or tool to determine if the object or tool works as intended.

Wyoming

• All organisms have external parts that they use to perform daily functions.
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
• Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles.
• 3-LS1-1 — Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.